Fear, Raymond Jonathan

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 provides a nurturing home-from-home environment. He spends time getting to know children and their families well. Children settle quickly in the childminder's home. He builds relationships with children and they feel safe and secure in his care. The childminder prioritises children's well-being to provide a secure foundation for their development. He supports children's emerging vocabulary and communication skills by encouraging their interest in stories. He reads storybooks to children regularly because he knows they enjoy these moments. The childminder gives children time to respond and process what has been said. Children develop a love of books at an early age.

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The provision is good

The childminder provides children with a curriculum that is broad and balanced. He takes into account children's interests and uses them to make their learning fun and interesting. Outdoor learning is a strength of this setting. The childminder clearly understands children's preference of being active in the fresh air. He provides an interesting outdoor area for exploration and play. There are many instances of laughter and giggles shared between the childminder and children. This shows the warmth of their interactions. The childminder helps children to develop the skills they need to be ready for the next stage of their learning.

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need to do better?

n The childminder's curriculum covers all areas of learning, with a strong focus on children's personal, social and emotional development. The childminder follows children's interests and allows them to decide what they would like to do. He helps children to build their confidence by offering new experiences and giving them praise for their achievements. The childminder is dedicated in his aim to ensure children achieve the best possible outcomes. A clear focus is given to supporting children to be school ready. n The childminder assesses children's development as they play. In addition, he collects important information from parents from the outset to help identify clear starting points for children's learning. The childminder plans a broad range of activities that are designed to interest and engage children. However, sometimes, the childminder does not focus on exactly what he wants children to learn next.

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need to do better?

n The childminder supports children's communication and language development effectively. He gets down to their level, makes good eye contact and speaks to children clearly. To encourage accurate pronunciation, the childminder repeats words correctly back to the children. This helps children to become confident communicators. n The childminder has clear behavioural expectations, which children generally respect. He supports children to respect others by modelling positive

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need to do better?

20 November 2024 interactions. Children demonstrate a good attitude to experiences and their learning. They benefit from consistent encouragement from the childminder. However, occasionally, he misses opportunities to promote children's awareness of expected behaviours, such as sharing or using 'kind hands'. This does not consistently support children to be fully aware of how their actions make others feel. n The childminder plans well for children's physical development. He provides children with opportunities to enhance their hand strength and hand-eye coordination, such as when they build with interlocking construction blocks. The childminder understands the importance of helping children to develop their balance and coordination. Children display great enjoyment, such as when they run and reach to catch bubbles in the childminder's garden. n The childminder is aware of the importance of effective partnerships with

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need to do better?

parents. Parents say their children enjoy their time at the childminder's house. The childminder keeps parents up to date by sharing photos and information regarding their children's care. The childminder informs parents of their children's progress and how they can support their children's development at home. n The childminder regularly reflects on his practice and adapts his setting to meet the individual needs of the children in his care. Partnership working is strong. The childminder understands the importance of sharing information with other settings that children may attend. The childminder undertakes mandatory training regularly, including safeguarding and paediatric first aid. He is dedicated to keeping his knowledge up to date to enable him to identify areas he would like to develop.

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 fully consider what children need to learn next, particularly when implementing adult-led activities n provide clear and consistent messages for children to support their understanding of why some behaviours are acceptable and others are not.

p.3

Setting details

Unique reference number EY464109 Local authority Staffordshire Inspection number 10360494 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 16 Date of previous inspection 16 January 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Burntwood, Staffordshire. He operates from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3. He provides funded early education places for children aged from nine months to four years. He works alongside a co-childminder.

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Inspection activities

n The inspector and the childminder completed a learning walk across all areas of the setting used by children to understand how the early years provision is organised. n A joint evaluation of a teaching activity was carried out by the inspector and the childminder. n The inspector held discussions with the childminder and spoke to children at appropriate times during the inspection. n The inspector took account of the written views of parents. n The inspector looked at a sample of relevant records and documentation. This included evidence about suitability and training.

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Inspection activities

20 November 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

20 November 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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