Hollins, Gemma

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 takes a thoughtful approach to help children to settle. For instance, she offers settling-in sessions and works closely with parents and carers to gather information about their children before they start. The childminder suggests that parents bring a t-shirt from home to provide babies with comfort through familiar scents. This highlights her deep understanding of children's emotional needs and contributes positively to creating a nurturing and secure environment.

p.2

The provision is good

The childminder takes children's personal experiences into account when planning the curriculum. For example, she helps children to learn about each other's families and explore life changes, such as the arrival of a new sibling. Through these topics, children learn how to care for others. Children enjoy acting out real-life scenarios. For example, they pretend to slurp while drinking from a cup and say 'done' when they have finished. They talk about how their 'babies' feel hot and pretend to call the doctor. This demonstrates children's creativity and imagination.

p.2

The provision is good

Children exhibit excellent behaviour. For example, they demonstrate a strong understanding of routines and follow the childminder's instructions, such as waiting for their peers to finish playing with a toy. When children notice that their peers are waiting, they offer them their toys and find another one. This shows they are developing important social skills, including empathy and cooperation.

p.2

need to do better?

n The childminder engages children in conversations and stories about healthy food choices. For instance, she introduces them to a variety of fruits, such as lemons, which they are eager to try. Children recognise that grapes can be green or purple and use this information to make informed decisions about their food preferences. n Children engage in physical activities that connect to their learning. For instance, the childminder reinforces children's understanding of healthy eating by encouraging them to 'move like a mango', rolling and twisting, and 'split like a banana', stretching and bending. This strengthens children's gross motor skills. n The childminder supports children's ideas and guides their learning in a positive and nurturing way. For example, when children mistake a speaker for a washing machine, she gently addresses the misconception, helping them to understand the correct object. However, the childminder does not always recognise when

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need to do better?

children are ready to progress in their learning. She relies too heavily on non- statutory guidance to plan what children need to learn next. As a result, learning is not always tailored effectively to meet children's developmental needs. n Parents express how excited their children are to come to the childminder's

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need to do better?

28 February 2025 home, showing enthusiasm from the moment they arrive. They appreciate the childminder's approach to 'learning through play' and the trips children take within the community. Parents find the verbal handovers about their children's learning and development helpful. They recognise the childminder's efforts to support bilingual children, promoting an inclusive environment. n Children are developing independence. For example, the childminder provides clear explanations of what they need to do next and assigns them age- appropriate tasks, such as washing hands, carrying fruit to the snack table and using child-friendly knives to cut their own fruit. This fosters responsibility and helps children to build confidence in their abilities. n Children engage in lengthy conversations, many of which they initiate themselves. They demonstrate a strong understanding of language and its purpose. When children struggle to find a word, the childminder offers helpful

p.2

need to do better?

hints and repeats language back to them, supporting their vocabulary retention. However, she does not always use children's names when speaking to them, often referring to them as 'babe' or 'mate'. Additionally, she uses incorrect terminology, such as 'doggy' instead of 'dog', which can hinder children's learning of correct language. n The childminder enhances children's communication skills through ongoing professional development, including training and webinars. Plans are in place to send a teddy bear home with a book to further support children's language development in partnership with parents. n The childminder understands the importance of working in partnership with other professionals, such as teachers and health visitors, to enhance the support children receive. For example, she encourages parents to share information about children's development with their health visitor and invites teachers into

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need to do better?

the setting to discuss children's learning before they start school.

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.

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should:

n strengthen individual planning to identify when children are ready to progress in their learning, ensuring that it is tailored to meet their developmental needs n use children's names when speaking to them and the correct terms to describe things, helping children to hear and use appropriate vocabulary.

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Setting details

Unique reference number EY560849 Local authority Staffordshire Inspection number 10375966 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 10 May 2019

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Information about this early years setting

The childminder registered in 2018 and lives in Werrington, Staffordshire. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except bank and family holidays. The childminder holds an appropriate qualification at level 2. She provides funded early education for any eligible children attending.

p.4

Inspection activities

n The childminder spoke to the inspector about their intentions for children's learning. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has 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 the children throughout the day and evaluated the impact on children's learning. n The views of parents were considered by the inspector through questionnaires and telephone discussions. 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

28 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

28 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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