Childminder in Staffordshire

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

p.1

The provision is outstanding

On arrival, children greet the inspector with a smile. They make her a sticker of an apple, which is just like the one on their uniform. This promotes a positive feeling of security and inclusion. Children develop a wonderful sense of belonging. For instance, they have their own water bottles with their name on, and they go to the shops to choose the material they would like for their individual bags. Children see the setting as a positive extension of their own home. For instance, parents and carers say, 'When children are away from the setting, they miss their childcare family.'

p.2

The provision is outstanding

Mealtimes are an extremely enjoyable experience for children. For example, they sit happily together engaging in conversations about how milk and water are good for their teeth. Children constantly share their ideas with one another, critically think and use complex sentences. They flourish in all areas of learning. For instance, they know that when the sun is shining in the sky, it is day, and that when it is not, it is night. They recall vocabulary such as 'chrysalis' when exploring life cycles, and they use a wealth of descriptive language relating to size, such as 'massive' and 'gigantic'.

p.2

The provision is outstanding

The childminder and her assistants have high expectations of children. For example, when children accidently throw sand, they model how to 'scoop' the sand safely. They give clear explanations to help children to understand why rules and boundaries are in place. The childminder and her assistants skilfully adapt their practice to follow children's leads and interests. For example, they provide children with experiences, such as washing the dolls, which over time evolve into other activities. This means children practise their next steps in many fun and various ways.

p.2

need to do better?

n Teaching consistently broadens children's knowledge and experiences. For instance, when children are moving to a Catholic school, the childminder plans opportunities to visit and learn about the church. This helps children to prepare for the next stage in their lives. The childminder celebrates all children's backgrounds and cultures, helping them to build a positive self-image. n Children learn about the world around them through various means. For instance, they go on trips to the local farm, grow vegetables at the allotment and help to care for the childminder's pets. The childminder also invites parents into the setting to share their knowledge and skills. This enhances what children are learning. n Improvement plans are in place to ensure that the setting continues to provide children with the best outcomes. For example, recent changes have been made

p.2

need to do better?

29 August 2024 to the environment because older children have gone to school and a younger cohort have enrolled who need more space to thrive. n The childminder has strong systems in place for the supervision and support of her assistants. For example, they frequently discuss practice to make sure that they make the most of every teachable moment. The childminder has a very positive attitude towards professional development, ensuring that both her and the assistants continuously access training that will reinforce their expert knowledge and skills. n The childminder has consciously adapted her assessments to ensure that they can be completed effectively in partnership with parents. Together, they plan achievable targets for children that closely link to what they already know and can do. These boost children's self-esteem. n Detailed information is shared with parents about children's learning and progress, along with 'top tips' and newsletters. This helps parents to extend

p.2

need to do better?

children's learning at home. The childminder mindfully organises 'parent events', creating a supportive network for parents who have children of a similar age, and this is something they are incredibly grateful for. n The childminder and her assistants continuously improve children's language skills through high-quality interactions. For example, they introduce a wide range of vocabulary to children, engage them in meaningful conversations, repeat words back and skilfully use questioning techniques to find out what children know. This promotes in-depth conversations about a wide range of subjects. n When reading to children, the childminder ensures that the story is interactive. This promotes children's full engagement. When children need their nappy changing during story times, the childminder and her assistants respectfully ask for children's consent before carrying out any care routines, and they skilfully

p.3

need to do better?

continue to build on children's knowledge of the story, so they do not miss out on any learning. n The childminder and her assistants teach children how to keep themselves safe and supervise them well. For example, children must put on safety helmets before riding on bikes, and they know that they need to wear a hat and sun cream on a sunny day and are taught how to handle knives safely when cutting up vegetables. This helps children to develop the skills they need to be independent in later life. n As children engage in self-care routines, the childminder and her assistants help them to think about what they need to do next and highly praise their independent achievements. For example, before children wash their hands, they remember that they need to flush the toilet. This promotes children's health and hygiene well. n The childminder displays a highly supportive and sensitive nature. She identifies that some children need targeted support to help them to communicate their

p.3

need to do better?

needs. Therefore, she uses symbols and signs alongside key words, which positively reduces frustration in children's learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

29 August 2024 There is an open and positive culture around safeguarding that puts children's interests first.

p.3

Setting details

Unique reference number 2757054 Local authority Staffordshire Inspection number 10349491 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 12 Number of children on roll 12 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in November 2023 and lives in Amington, Tamworth. She operates all year round, from 7.45am to 5.30pm, Monday to Thursday, except for bank and family holidays. The childminder holds a qualified teacher status. She provides funded early education for two-, three- and four-year-old children. The childminder works with assistants.

p.5

Inspection activities

n The childminder and the inspector completed a learning walk to discuss the intentions for children's learning. n The inspector carried out a joint observation with the childminder, which was followed by a professional discussion to understand how the childminder evaluates her practice. n The inspector observed the interactions with children throughout the day and evaluated the impact on children's learning. n The inspector looked at relevant documents, including paediatric first-aid certificates, qualifications and suitability checks for those living and working in the household. n The inspector held discussions with the childminder, the assistants and the children at appropriate times during the inspection. n The views of parents were considered by the inspector through verbal discussions and feedback forms.

p.6

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.

p.6

Inspection activities

29 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7