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 has high expectations of children and plans a curriculum that focuses on their speech and language skills and early independence. This is because she wants all children to be self-confident in preparation for school. The childminder plans a wide range of activities within the community to ensure that children benefit from a breadth of experiences beyond those at the setting. For example, they attend singing sessions at the local church and often visit natural play areas.

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The provision is good

The childminder builds positive relationships with children. For example, without hesitation, she lies underneath the table to engage in their play. She nurtures their sense of security by offering them a cuddle and regularly seeks out their views. For instance, she gives older children the option of wearing a bib when eating and encourages children to make healthy food choices. This promotes children's happiness at mealtimes.

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The provision is good

Children partake in various healthy practices throughout the day, such as brushing their teeth, washing and drying their hands and learning to 'catch a cough'. This helps to minimise the spread of germs. The childminder supports children to do things for themselves. For instance, when using the potty, she gives them privacy and space to manage their own self-care needs. Children have opportunities to lay the table in preparation for lunch and they clean the table afterwards. This gives children a positive sense of responsibility.

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need to do better?

n The childminder swiftly adapts activities to follow children's lead and interests. For example, young children enthusiastically notice picture cards, which prompts them to name and discuss key parts of their day, such as sleep time. However, during these activities, the childminder does not always provide all children with enough challenge to help them to maintain their focus. n When children first start, the childminder offers them settling-in sessions to support transitions from home. She gathers information from parents and carers about children's likes, dislikes, and home routines. However, there are times during the day when she does not fully organise routine activities well enough to promptly support children's personal needs and learning to the highest level. n The childminder shares a wealth of information with parents, such as the activities on offer and how to extend children's learning at home. She promptly

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need to do better?

shares her healthy eating policy to support parents to provide their children with nutritious meals and snacks. The childminder emphasises the importance of a healthy balanced diet, discussing the negative affects that a poor diet has on children's development and well-being.

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need to do better?

22 November 2024 n Parents comment positively on the relationships their children make with the childminder and the other children in the group. They are reassured that their children are happy and safe in the childminder's care, stating they do not know what they would do without her. n Children demonstrate a love of reading. They self-select books of interest and enjoy independently looking at them. The childminder asks questions to find out what children can see and provides them with additional words to extend their vocabulary. For example, when children say 'bus', she responds by saying 'red bus' and praises all their attempts at language. This positively promotes children's early literacy skills. n Children have opportunities to access electronic resources as part of the curriculum. For example, young children confidently place an audio figure of their choice on top of an audio box, putting them in control of story times and

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need to do better?

music-and-movement sessions. They enjoy dancing to their chosen music alongside the childminder, who models various ways of moving. n The childminder frequently uses mathematical language when talking to children. Consequently, young children are beginning to use size language, such as describing a star as 'big' and recognising that the smallest penguin is the 'baby'. Children learn to match and count numerous pairs of gloves, understanding that 'a pair' is two. They make good progress in this area of learning. n The childminder attends specific training to help her to improve children's outcomes. For example, she recently took part in a communication and language course to help her to support children's emerging speech and language delays. n The childminder is confident in referring any concerns that she has about children's development, in partnership with parents, to the relevant professionals. This ensures that children who need additional support receive the

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need to do better?

help they need. n The childminder uses online childminding groups and meets with other childminders to share knowledge and ideas of good practice, and to keep up to date with any changes in legislation. This supports her to provide good-quality care and education.

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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 evaluate all children's experiences throughout the day to ensure they

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should:

22 November 2024 continuously receive appropriate challenge to help them to maintain their focus n strengthen the organisation of daily routines by providing better structure to fully support children's personal needs and learning.

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Setting details

Unique reference number EY405947 Local authority Staffordshire Inspection number 10365675 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 4 Date of previous inspection 25 February 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Cannock, Staffordshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She receives funding to provide early education for children aged between nine months and four years.

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Inspection activities

n The childminder spoke to the inspector about their intentions for children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the interactions between the childminder and children throughout the day and evaluated the impact on children's learning. n The views of parents and children were considered by the inspector. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household.

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Inspection activities

22 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

22 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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