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

The childminder and her co-childminder create a happy environment for children to learn and play. For example, children enjoy taking part in group-time activities where they practise numbers, colours and shapes. At the end, they shake hands with one another to a familiar song and engage in a game of 'Duck, duck, goose'. They patiently wait for the childminder to choose them to be the 'goose'. This promotes children's confidence in social situations, and they behave well. Children develop their independence through good self-care routines. For example, the childminder guides them to wash their hands and face after taking part in messy- play activities.

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The provision is good

Children love singing action songs, which the childminder positively alters to follow their lead. For instance, each day children sing a song that teaches them about the different colours of autumn. However, when children notice that some of the fallen leaves are still green, the childminder incorporates the colour green into the song, taking account of children's views. The childminder prioritises time to talk to children about their feelings and emotions. For example, when younger children become upset, she discusses with the others how their peers may be feeling, praising them for their ideas and offering reassurance. This helps children to feel safe and secure and they carry on with their learning.

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need to do better?

n The childminder attends training, liaises with the local authority and uses online childminder groups to gain information and ideas to develop her professional development. However, she is yet to fully address one of her previous recommendations to develop effective links with all settings that the minded children attend. This means that she is not routinely sharing information about children's progress to promote consistency in their learning. n The childminder works closely with her co-childminder to plan the curriculum. They take into consideration children's interests and what children need to know and learn next. However, the childminder is yet to find ways to include all children's home languages and family backgrounds into the curriculum so that children develop a positive view of themselves and others. n Recent training has helped the childminder to reflect on her own practice when supporting children's communication and language skills. This includes

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need to do better?

identifying gaps in their development that may require specialised support. Parents and carers are thankful for the support that their children have received, for example being referred by the childminder to the relevant speech and language services. This means all children make good progress alongside their peers. n The childminder uses observation and assessment to monitor children's

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need to do better?

3 October 2024 progress. For instance, she completes the progress check for children aged between two and three years, which she gives to parents in paper form to share with their child's health visitor. However, the childminder does not ensure that all parents understand their children's next steps so that they can fully support their children's ongoing progress. n The childminder communicates well with children, asking them questions and encouraging them to think for themselves. For example, after making the colour orange with paint, she asks if children can remember which colours they used. She listens to children and gives them new words and ideas in response, such as 'squidgy' and 'squelchy' to describe the paint and 'halves' to introduce new mathematical concepts. This builds on children's vocabulary. n As part of the autumn theme, children go outdoors to collect leaves, acorns and conkers, which they later use to make autumn prints. They choose the books

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need to do better?

that they want the childminder to read, sharing their ideas about what they can see is happening. For example, they confidently compare the colours in the book to the leaves outdoors. This demonstrates children's knowledge of the natural world. n Children develop good memory skills. For example, when the childminder talks about 'the days of the week' song, children clap twice, showing that they remember the actions. The childminder repeatedly uses key words that she wants children to learn. As a result, children later use these words when explaining how they made their autumn print. This shows that their learning is embedded.

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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 develop effective partnerships with other settings that the children attend, sharing relevant information about children to provide consistency in their learning n find ways to incorporate children's home languages and family backgrounds into the curriculum so that children develop a positive view of themselves and others n enhance partnerships with parents to ensure that all parents are clear about their children's current next steps to continue their learning at home.

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Setting details

Unique reference number EY485253 Local authority Staffordshire Inspection number 10362860 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 11 Date of previous inspection 27 February 2019

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Information about this early years setting

The childminder registered in 2015 and works with a co-childminder in Walsall, West Midlands. The opening hours are 8am to 5pm, from Monday to Thursday, all year round, except for bank holidays and family holidays. The childminder is eligible for funding for two-, three- and four-year-old children.

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Inspection activities

n The childminder spoke to the inspector about their intentions for children's learning. n The inspector held discussions with the childminder and her assistant about safeguarding and how she evaluates her practice. n The inspector observed the interactions between the childminder and the children throughout the day and evaluated the impact on children's learning. n The inspector held discussions with the childminder, the co-childminder and the children at appropriate times during the inspection. n The views of parents were considered by the inspector, through verbal discussions and telephone conversations. n The inspector reviewed relevant documentation, including evidence of the suitability of those working with the children.

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Inspection activities

3 October 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

3 October 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

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

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