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

p.1

The provision is good

Positive interactions help children to feel safe and emotionally secure. For instance, the childminder sings 'This Little Piggy Went to Market' as she massages children's individual toes. At the end of the song, young children excitedly kick their legs in anticipation of being tickled. The childminder is always available when children need a cuddle. She wraps her arms around them and gently rubs their back. The childminder positively responds to children's cues. For instance, when children with limited language point to the back door while holding a toy boat, she provides opportunities for them to engage in water play outdoors. She emphasises key words like 'boat' and 'water' to extend their understanding and vocabulary.

p.2

The provision is good

The childminder helps children to understand and follow daily routines. For example, children are taught to wash their hands after playing outdoors to promote their health and hygiene. The childminder washes her own hands alongside children to model expectations. She gives them time to develop essential skills at their own pace, such as supporting them to feel the water as it flows over their hands. The childminder gives children notice before any changes to the routine. For instance, she encourages children to have one more turn on the slide before they go indoors. She gives them time and space to finish their play. This promotes their good behaviour and happiness.

p.2

need to do better?

n The childminder has clear expectations of what she wants children to learn in preparation for their school readiness. She understands the importance of a sequenced curriculum that builds on what children already know and can do. However, the childminder has not fully considered gathering information about children's development from parents and carers when children first start. This means learning is not maximised from the very beginning. n Parents are happy with the care their children receive and progress that they make. They positively comment on the information the childminder shares about their children's day. However, the childminder does not always share children's next steps for learning with parents so that they can continue children's learning at home. n The childminder develops partnerships with other professionals involved in children's care and education. For example, she shares information with teachers

p.2

need to do better?

about children's development to support a smooth transition to school. n The childminder knows individual children well. She plans activities that take into consideration their interests and learning styles. For example, she ensures that highly inquisitive children have ample opportunity to enhance their learning outdoors. However, at times, children's learning is affected by the television being on. They lose focus in their play as they stop to briefly watch the

p.2

need to do better?

13 September 2024 television. n Children regularly go out into the community to learn about the world. For example, they attend local playgroups to strengthen their social skills and take bus rides to enhance their interest in transport. This boosts children's cultural capital. n The childminder understands her responsibility to observe and monitor children's development. For example, she completes the progress check at age two to identify any gaps in children's learning. She knows to refer any developmental concerns to the relevant agencies and to signpost parents to local services. This ensures that children with special educational needs and/or disabilities and their families get the additional support that they need. n The childminder models how to use resources and uses clear language when talking to children about their play. For example, as children explore the new water wall, she gives them some instructions to help them successfully fill up

p.2

need to do better?

their cups with water before pouring it into the drainpipes at the highest point. She supports children to notice environmental sounds, such as the birds 'chirping' in the trees and the sound of water. This strengthens children's developing language skills. n The childminder demonstrates a positive attitude towards her continuous professional development, ensuring her knowledge and skills are up to date. For example, she has recently completed further qualifications to strengthen her knowledge of child development and works closely with the local authority coordinators to create a stimulating and age-appropriate setting.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n gather more detailed information from parents about children's starting points at registration to inform the curriculum from the start n embed plans to further strengthen information sharing with parents so that they are clear about children's next steps and how they can extend children's learning at home n reduce background noise, such as from the television, to strengthen children's engagement in their learning.

p.3

Setting details

Unique reference number EY450023 Local authority Staffordshire Inspection number 10360499 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 8 January 2019

p.4

Information about this early years setting

The childminder registered in 2012 and lives in Tamworth, Staffordshire. She operates all year round, from 8am to 5.30pm, Monday to Friday. The childminder holds a qualification at level 3. She is eligible for funding for two-, three- and four- year-old children.

p.4

Inspection activities

n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the interactions between staff and children throughout the day and evaluated the impact on children's learning. n The inspector held discussions with the childminder and children at appropriate times during the inspection. n The views of parents were considered by the inspector. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household.

p.4

Inspection activities

13 September 2024 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.4

Inspection activities

13 September 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.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6