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 Inadequate

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The provision is good

The childminder provides children with an ambitious curriculum that effectively supports their development. Children know the daily routines and they are confident to select their toys. The childminder encourages them to explore and makes suggestions for how children can extend their interests. The childminder knows the different ways the children prefer to learn and provides them with opportunities that take account of this. For example, she skilfully uses children's interest in transport to support engagement by providing a wide range of small- world cars and trains. The childminder talks to the children about the different sizes and colours of the cars they are using. The sensitive interaction from the childminder contributes to the children's feelings of belonging in her setting. Children thrive in the safe and nurturing environment the childminder provides.

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The provision is good

The childminder is a good role model. She is kind and caring and is attentive to children's needs. She gives children praise for their efforts, which helps to foster their positive self-esteem. Children benefit from opportunities to build friendships and practise social skills. They enjoy playing alongside their peers, gradually progressing to cooperative activities. Children show positive attitudes and behaviour through their play and learning.

p.2

need to do better?

n The childminder has taken appropriate action since the last inspection to address the actions raised. She promptly sought advice from her local authority and implemented a detailed action plan which included a thorough review of her risk assessment processes. She has attended Health and Safety, Infection Control and Risk Assessment Training. The childminder has changed mealtime arrangements to ensure all equipment is within ease of access. n The childminder uses her observations and assessments of children's progress to help build on what children already know and can do, and to develop their skills and abilities in their next steps of learning. Progress reports are shared with parents regularly and the childminder skilfully links resources and support so that parents can continue to support their child's learning at home. n The childminder supports children's communication development well. She engages them in meaningful conversations and listening activities. The

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need to do better?

childminder consistently interacts positively with children and asks them open- ended questions. She ensures she leaves plenty of time for children to respond. This encourages children to think for themselves and develop more complex sentences, which supports their early communication skills. n The childminder ensures that children have regular opportunities for expressing their creativity, such as when involved in different mark-making and drawing experiences. However, the childminder does not always demonstrate to children

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need to do better?

6 February 2025 how to hold mark-making tools correctly to develop a pincer grip for early writing skills. n Children develop critical thinking, such as when they complete jigsaws. The childminder encourages children to experiment. They twist and turn the pieces to complete the jigsaws. The childminder extends children's learning by encouraging them to identify the colours and shapes of the jigsaw pieces. n Children are supported to develop independence. They manage their personal needs, such as taking off their shoes on arrival and washing their hands, and they are becoming increasingly confident in these tasks. When taking part in personal hygiene tasks, conversations include the importance of personal hygiene, this helps support children's understanding of how personal hygiene helps them to stay healthy. n The childminder provides stimulating activities that interest children and keep them engaged for long periods of time. They enjoy using scoops and tweezers

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need to do better?

to collect and order small items into colour groups, which develops their fine motor skills and mathematical learning. The childminder encourages children to make choices about what they play with. Children play imaginatively and pretend to be vets and treat the Gruffalo with bandages and medicine. However, there are fewer opportunities for children to explore natural materials and learn about the world around them. n Partnerships with parents are effective. Parents speak highly of the childminder and strongly value the information she shares with them about their children's learning. The childminder promotes a shared approach with parents. For example, she communicates her strategies to help support children with successful toilet training. The childminder helps parents to understand how to further develop children's development and health.

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 support children's fine motor skills further by helping them to develop good control when using mark-making instruments, such as pens and pencils n strengthen the curriculum further so that children have more opportunities to use natural materials and to develop their curiosity.

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Setting details

Unique reference number EY538619 Local authority Staffordshire Inspection number 10369740 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 8 Date of previous inspection 17 September 2024

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Information about this early years setting

The childminder registered in 2016 and lives in Stafford. She operates from 7.30am to 5.15pm, Monday to Friday, all year round. The childminder offers funded early years education.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact on the children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

6 February 2025 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

6 February 2025 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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