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's happiness and emotional well-being are at the heart of this childminder's practice. She is kind, patient and nurturing. She supports all children's individual needs very well. When children are upset, she offers warm and reassuring cuddles. As a result, all children feel safe and secure. This allows them to confidently explore and engage in a range of activities provided for them.

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The provision is good

The childminder works extremely well with her co-childminder. Together, they are excellent role models for children. The childminder asks children permission to check and change their nappies and always thanks them for their cooperation. Relationships within the setting are highly positive. Children of all ages engage and interact with one another. Babies babble to older children as they eat snack together. Children say 'bless you' to their friends when they sneeze. During outdoor play, older children take younger children on a bug hunt. They show them how to use the magnifying glasses and where to look for bugs. Children of all ages learn important skills in building friendships.

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The provision is good

Children's behaviour is very good. Children know their routines well. For example, children automatically tidy up in preparation for snack time. After handwashing, they patiently sit on the carpet. This creates a calm and harmonious learning environment.

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need to do better?

n The childminder has developed a broad curriculum alongside her co-childminder. Children have opportunities to be physically active in the outdoor area. They ride on scooters and balance on beams. They learn mathematical language as they fill cups with sand and identify if they are full or empty. Regular outings allow children to explore their local community. They often visit local libraries and areas of nature, which contributes to children's understanding of the world around them. n Support for children to develop their communication and language skills is excellent. The childminder constantly talks to children, engaging in conversation and asking questions as they play. Younger children are supported to say single words. Older children are encouraged to add descriptive words, such as 'beautiful', to their vocabulary. Children are confident communicators and demonstrate good listening and attention skills.

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need to do better?

n The childminder supports children's critical thinking skills well. She asks children appropriate questions to help them solve problems themselves. For example, during snack time, she asks children how they need to prepare their banana, ready for eating. This develops children's creativity and empowers children to make decisions for themselves.

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need to do better?

5 September 2024 n Overall, the childminder's teaching is good. She, and her co-childminder, know the children they care for very well and plan to meet their individual targets. That said, the childminder does not always consider how to adapt her teaching even further during activities to challenge children's learning to an even higher level. n Children have ample opportunities to develop their independence and personal skills. They put on their own shoes and coats and prepare their own morning snack. Children are patient and kind to one another. They are supported to understand their emotions and how their actions may make other children feel. n Children develop a love of literacy. They enjoy story time where they engage well and listen intently. They demonstrate their listening and understanding of stories. For example, they laugh when the story says that the cockerel 'moos' like a cow. Children have opportunities to mark make throughout the

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need to do better?

environment. They colour pictures, draw on the chalkboards outside and make animal footprints in play dough. n From the outset, the childminder and her co-childminder gather detailed information from parents. The childminder constantly shares information about what their children have been learning. Parents value the termly progress reports and the suggestions of how they can support children's learning at home. Parents describe the childminder as nurturing and supportive. They comment that they feel that their children thrive in her care. n The childminder is reflective and strives to ensure positive outcomes for all children. She supports children with special educational needs and/or disabilities well. She actively seeks input from parents and values their feedback. She networks with other childminders to access training and support to enhance her skills and provision.

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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 adapt teaching during activities to further challenge children's learning to the highest possible level.

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Setting details

Unique reference number EY342531 Local authority Staffordshire Inspection number 10347177 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 6 Number of children on roll 12 Date of previous inspection 20 September 2018

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Information about this early years setting

The childminder was registered in 2006 and lives in Penkridge, Staffordshire. She works alongside a co-childminder. The childminder operates all year round, from 7.45am until 5.30pm, Monday to Thursday, and 8am until 3.30pm on a Friday, except bank holidays and family holidays. She holds an appropriate early years qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector carried out joint observations of a group activity with the childminder.

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Inspection activities

5 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.

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Inspection activities

5 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.

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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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