Teesdale, Marie

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 works closely with assistants to create a warm and relaxed environment. She has high expectations of children's behaviour and models these expectations positively, applying a calm and consistent approach. The childminder has a clear routine and structure in place, and children show a real sense of belonging as they help prepare for mealtimes. For example, children clear the toys away as they hear the 'tidy up' song, and collect the stools and lunch boxes ready for lunch.

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The provision is good

The childminder observes children to find out what they enjoy most and provides well for their interests. For example, the children's keen interest in animals is used to initiate conversations and extend their imaginative play and ideas. The childminder lets children lead their play, using it to support their learning. For example, children use the soft-play resources to build with, walk along and jump off. The childminder supports children to work together and problem-solve as they build large towers, and she introduces mathematical language and concepts of balance and size. Children show a real interest in learning and high levels of engagement. For example, the childminder skilfully supports children to talk about what they are doing and introduces words such as 'flat', 'huge', 'whisk' and mathematical concepts.

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need to do better?

n The educational programme and routines are focused around children acquiring the key skills they need in preparation for nursery and school. The childminder provides a rich learning environment, both indoors and outdoors, to support all areas of learning. She inspires children to learn through using the natural world, along with their imagination and creativity, to help them make good progress. n Supporting children's personal, social and emotional development is a clear priority. The childminder supports children well to manage their feelings and to show empathy. For example, a mirror and emotions board are used for children to look at their reflection and talk about how they are feeling. The childminder creatively uses soft toys of different colours to help children associate colours to their emotions, helping them understand their emotions and behaviour. Children confidently adapt to changes in the routine, enjoy taking on responsibility and

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need to do better?

learn to care for their environment and each other. n The childminder forms strong partnerships with parents to understand their children's unique personalities and preferences. She uses this information, as well as her own observations of what children enjoy and their development, to quickly identify any children who may benefit from additional support. She works with parents to involve other agencies and professionals swiftly to help support any children with special educational needs and/or disabilities. The childminder

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need to do better?

20 December 2024 provides an inclusive approach and adapts activities and routines to ensure that all children make the most of what is on offer. n Parents report that they are impressed by the range of experiences provided and the progress their children make. They are kept well informed about their children's day and progress, and this helps them support their children's learning at home. n The childminder ensures continuous improvement. She makes good use of ongoing training opportunities to increase her knowledge of early years and child development. The assistants benefit from regular supervision sessions and are positive about the support they receive. n Promoting children's communication and language skills is a clear priority. The childminder and her assistants give children age-appropriate explanations and help them explore their ideas. The childminder models language extremely well during her interactions. She introduces a rich range of vocabulary, and children

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need to do better?

enjoy these conversations. However, the assistants do not consistently focus on providing children with the same level of rich vocabulary during their interactions to help further support children's language. n Promoting children's understanding of the world is strong in some aspects. Children have good first-hand experiences to learn about living things and the natural world. For example, children learn about the life cycle of trees, plants and butterflies, and they enjoy looking for insects. They plant and care for tomatoes, potatoes, cucumbers and strawberries and learn about the benefits of healthy foods. The childminder encourages children to talk about their experiences at home and about their own families. However, she plans few age- appropriate opportunities for children to learn about communities beyond their own experiences to further extend their understanding of diversity.

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 build on the opportunities children have to learn about communities beyond their own experiences to increase their understanding of diversity n support assistants to provide children with a rich range of language during their interactions to help further support children's communication and language.

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Setting details

Unique reference number EY355989 Local authority Staffordshire Inspection number 10366214 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 8 Number of children on roll 15 Date of previous inspection 8 March 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Hednesford, Staffordshire. She operates from 7.30am to 6.30pm, Monday to Friday, all year round, except for family holidays. The childminder holds an appropriate qualification at level 3 and works with assistants. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the childminder completed a learning walk together to gather information about the experiences provided. n The inspector observed the quality of teaching during activities and assessed the impact this has on the children's learning. n The inspector carried out a joint observation and held discussions with the childminder. n The inspector looked at relevant documentation and evidence of the suitability of adults living and working in the household. n The inspector took into account the views of parents.

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Inspection activities

20 December 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 December 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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