Childminder in Stoke-on-Trent

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

Children enjoy their time in this engaging and interesting learning environment. They are very happy with the childminder. They demonstrate that they feel safe and secure and are confident to learn. For example, children confidently greet visitors at the door and are keen to show them their playroom, toys and resources. Children flourish under this childminder's care and develop a strong sense of their uniqueness. They have access to a well-planned curriculum that covers all areas of learning. The childminder is a positive role model for children and encourages kindness. She is calm and responsive to the children's individual needs. The childminder has a secure relationship with children. The experiences and activities planned, and the childminder's positive interactions, all support children to make good progress in their learning and development.

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The provision is good

The childminder provides high levels of praise and encouragement to boost children's self-esteem and sense of achievement. Children share toys, and, when asked by the childminder, swap their favourite ones so that their friends can have a turn. Children are well behaved. They demonstrate kindness towards one another and have established secure, positive friendships. For example, children find the correct place mats for younger children and offer them their fruit.

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need to do better?

n The childminder knows the children well. She gathers detailed information about children from their families before they start. The childminder tailors settling-in sessions to suit children's needs and to ensure that they are happy. She uses these times to observe and plan for children's learning, based on their interests and learning needs. n The experienced childminder uses her assessments well to consider children's current abilities and experiences. This helps her to identify any gaps in learning and development. The childminder is quick to offer appropriate support and make specialist referrals where necessary. This early intervention helps to reduce gaps in children's learning. n Children are developing good independence skills as they learn to cut up pieces of fruit, peel their own oranges and open their yoghurt pots. They learn to put on their own coats and pour their drinks at lunchtime. The childminder has a

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need to do better?

good understanding of the skills children require to support their transition to school. n The childminder understands the importance of promoting children's language skills. She models and repeats language as she talks to children about what they are doing. The childminder values children's opinions as she holds conversations with them. However, at times, the language she uses is too advanced for the children's level of development, and she occasionally forgets to explain what

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need to do better?

5 February 2025 new words mean. n The childminder organises various trips in the local community. For instance, she takes children to playgroups to develop their social skills. They visit museums, zoos and farms and ride on public transport. On these trips, children also learn about their environment, which promotes their understanding of the world around them. n The childminder supports children's physical development effectively. Children sing and dance, moving their bodies, and copy actions the childminder demonstrates. They show their love for rhythm and repetition as they laugh with their friends when doing action songs. Children have regular opportunities to visit local parks where they learn to climb, take risks and develop their spatial awareness. n The childminder understands the importance of children developing an interest in literacy. She takes them on frequent trips to the library. However, children's

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need to do better?

access to books to build their interest further is not fully evident. Although books are stored in the playroom, they are not presented to invite children to explore them independently or further develop a love of books. n The childminder teaches children well about the importance of healthy living. For instance, she provides nutritious meals and snacks and supports children to gain a deeper understanding of the importance of good hygiene routines, such as washing their hands after wiping their noses. This helps to promote their understanding of practices that contribute towards good health. n Partnerships with parents and other settings the children attend are strong, and children consistently benefit from a shared approach to their learning. Parents speak highly of the childminder and praise the care and education she provides. n The childminder keeps herself up to date with local knowledge and uses local

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need to do better?

childminder networks to support her own well-being and share updates. She ensures that she completes regular training to keep her knowledge and skills up to date.

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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 use age-appropriate language with clear explanations of the meaning of new words that match children's developmental levels n ensure books are accessible and presented so children can freely access reading opportunities and explore books to develop a love of books.

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Setting details

Unique reference number EY543878 Local authority Stoke-on-Trent Inspection number 10369371 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 10 Date of previous inspection 1 April 2019

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Information about this early years setting

The childminder registered in 2017. She operates all year round, from 7.30am to 5.30pm each weekday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides government funded childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided and assessed the impact on children's learning. 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 children's learning. n Parents shared their written 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

5 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

5 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

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