Hunt Susan Yvonne

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 is attentive to children's personal needs, offering comfort when necessary, such as giving them a cuddle or their dummy. Children happily snuggle on her lap as she reads them a story, promoting their engagement, happiness and sense of security. As young children begin to drift off to sleep in her arms, she recognises the need for an earlier nap and ensures they have a safe, quiet place to rest. Parents and carers comment on the 'heartwarming bonds' their children have with the childminder, noting that children arrive happy, which leaves parents feeling confident that their children are in safe hands.

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The provision is good

The childminder provides children with the space and support they need to build their independence. For example, she encourages them to choose their toys and lead their own play. She closely observes children as they interact with toys, helping her to identify the support each child needs. For instance, she supports young children's early problem-solving skills by allowing them time to figure out how to get a plastic egg out of a toy truck. The childminder offers suggestions, such as shaking the egg loose, supporting children to do things for themselves.

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need to do better?

n Children have numerous opportunities to strengthen their hand-eye coordination. For example, they engage in mark-making activities using various tools, such as rollers and water pens. Young children show determination as they focus carefully on placing a stamper securely onto the top of their water pen, succeeding with effort. When a shape gets stuck in the shape sorter, the childminder encourages children to 'push', further fostering their physical development and a 'can-do' attitude. n Children eagerly engage with stories. For instance, they enjoy feeling the textures, looking at the pictures and turning the pages with curiosity. Each page brings a smile to their face, reflecting their delight. The childminder encourages children to choose their preferred book, happily reading it multiple times to support their attention span and reinforce their familiarity with the story. n The childminder narrates children's actions as they play. In this way, children

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need to do better?

hear lots of language and begin to copy these words, such as saying 'up and down' as they investigate how to operate a lever. However, the sentences the childminder uses can sometimes be too long, which makes it harder for younger children to process. Additionally, she refers to some resources as 'this' and 'that', missing opportunities to expand children's vocabulary. n The childminder integrates shapes, colours and numbers into play. For example, she counts 'one, two, three' as children line up their vehicles on a toy truck. She introduces basic shapes, such as squares and circles, as children explore shape sorters. This helps to build young children's awareness of mathematical

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need to do better?

10 March 2025 concepts. n The childminder promotes good hygiene habits from a young age. For example, she gently helps children to blow their noses and uses antibacterial gel afterwards. When children cough, she encourages them to cover their mouths with their hands and models these expectations herself. n The childminder takes the time to find out from parents' what activities children engage in outside of the setting. This helps her to plan children's learning, incorporating new experiences into the curriculum. For instance, children go into the community to explore the local area, attend playgroups and engage in physical activities such as soft play and walks. n The childminder works closely with parents to address any concerns about children's development and knows when to seek additional support from external professionals if needed. Parents value the childminder's close monitoring of their children's development and the sharing of next steps. They

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need to do better?

describe their relationship with her as 'excellent'. n The childminder finds out what reception-age children are learning at school to complement their education. For example, when children explore topics that teach them how to keep themselves safe, she reinforces these discussions at her setting. She listens to the school's expectations for children's learning and incorporates these skills into her curriculum to promote school readiness. n The childminder completes relevant training and plans to pursue further opportunities to enhance her professional development. She collaborates with a group of childminders to exchange insights and strategies, and she actively seeks feedback from parents to better understand their expectations for children's learning. This helps to drive improvement.

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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 develop interactions to support children in building their understanding of words to a higher level.

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Setting details

Unique reference number 209892 Local authority Staffordshire Inspection number 10380446 Type of provision Childminder

p.4

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 5 Date of previous inspection 10 June 2019

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Information about this early years setting

The childminder registered in 1999 and is situated in Newcastle-under-Lyme, Staffordshire. She operates all year round from 8am to 5pm, each weekday, except for bank and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for any eligible children attending.

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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 held discussions with the childminder about safeguarding and how she evaluates her practice. n The inspector observed the interactions between the childminder and children throughout the visit 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

10 March 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

10 March 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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