Childminder in Staffordshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy in this home-from-home environment. They express an overwhelming sense of belonging, and thoroughly enjoy their time at the childminder's setting. Children have strong bonds with the childminder and show they are safe and secure with the comfort and reassurance they receive throughout the day. The childminder is a positive role model to children and helps them to behave well. Children develop strong bonds with each other. They share and take turns as they play and learn together. These interactions help children to develop their social relationships with others. The childminder knows and understands the children well. She attends to children's needs in a nurturing and caring manner, acknowledging when they are tired or need help.

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The provision is good

Children follow a daily routine and are well prepared for school. The childminder has high aspirations for what she wants children to know, and plans learning to suit children's individual needs well. For example, the childminder shares the children's love of listening to stories. She reads books to children as they play and they chat together about what they can see. This helps children to extend their knowledge and vocabulary through a love of books. As a result, this has contributed to children's skilful and well-developed language and communication progress.

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need to do better?

n The childminder skilfully plans her curriculum to support children's development, to extend and enhance what children already know and can do. She uses information obtained from parents about children to plan their learning. As a result, children make good progress in their development. However, on occasions, the childminder gives children the answers too quickly. This limits children's time for thought and problem-solving, and reduces their ability to think independently. n The childminder understands the COVID-19 pandemic's impact on children's communication and language development. She successfully worked with her co-childminder to support children who required help with their communication during this time, to ensure they were well prepared for the transition on to school. Additionally, children with additional needs are supported well, and the childminder works with parents to refer children for professional support where

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need to do better?

needed. n Children's learning is enriched as they are provided with wonderful experiences to help them to understand and access their local community and the wider world. Children learn about festivals throughout the year and the childminder takes them on regular visits and outings. For example, they visit the library, playgroups and stately homes. This helps children to learn about differences and life in modern Britain.

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need to do better?

15 August 2024 n The childminder ensures that children follow good health and hygiene routines. She encourages children to wash their hands before snacks, meals, and after using the toilet. As a result, children complete these routines independently with little support. The childminder supports parents to provide children with healthy lunches each day. n Children benefit from plenty of fresh air and exercise. They develop their physical skills well. Children move freely around the childminder's home and the garden with ease as they choose resources that interest them. They access the outdoor bikes and cars with confidence and increasing control. Children develop their gross motor skills as they climb indoors and outdoors. n Parent partnerships are highly effective. Parents are complimentary about how well the co-childminders work together and say they have built trusting relationships with them. Parents give positive feedback that communication with

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need to do better?

the childminder is consistently high. They say they are well informed about children's care, learning and development, and supported to continue children's learning at home. n The childminder works closely with her co-childminder. They are both well qualified and ensure that they keep their knowledge up to date. They access online resources and training programmes. Paediatric first-aid and safeguarding training are routinely completed. The childminder searches the internet for updates to improve and expand her skills. She has strong links with schools and other childminders and works in partnership to share information and good practice. n The childminder ensures that the setting is suitable and safe for children. Risk assessments help her to put preventative measures in place to ensure that children are safe. For example, the childminder ensures that checks are completed daily before children arrive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n provide children with enough time to process and respond to information, to fully promote their thinking and problem-solving skills.

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Setting details

Unique reference number EY550775 Local authority Staffordshire Inspection number 10348816 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 12 Date of previous inspection 26 October 2018

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Information about this early years setting

The childminder registered in 2017 and lives in Wolverhampton. She works with another childminder and operates all year round, from 8.30am to 5pm Monday to Friday, except for family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The inspector viewed the premises and discussed their safety and suitability. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the childminder and co-childminder. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of parents' views during the inspection.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

15 August 2024 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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