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 Good

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The provision is good

Children form strong bonds with the childminder, who offers them emotional support through reassurance and cuddles. When giving children a cuddle, she asks if they are ready to finish, ensuring they feel happy to continue with their learning. Children show they feel comfortable in their environment through their enjoyment of social activities, such as singing songs and playing together.

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The provision is good

Children grow in confidence and take pride in their successes. For example, they proudly say, 'I did it,' after peeling their own banana. The childminder offers children guidance and support, helping them to succeed. For example, she encourages children to stand while pouring their milk and models how to hold scissors correctly. She frequently praises children for their efforts, such as offering them high fives.

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The provision is good

The childminder sets clear goals for all children, with a strong focus on promoting independence. For instance, she encourages them to make personal choices in their learning and gives them age-appropriate responsibilities, such as setting up the snack table and preparing and serving their own food. This is something parents and carers positively praise the childminder for, noting that activities are often centred around teaching children self-care.

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need to do better?

n Parents are pleased with the care their children receive, noting that children thrive under the childminder's guidance. They value her nurturing and supportive approach and can see that their children are happy and secure. Parents appreciate the consistent communication they receive, which includes regular updates on children's learning and progress. n The childminder gathers information from parents upon arrival, including details about each child's current stage of development and the languages spoken at home. This helps her to assess starting points and create a plan to promote children's progress. She encourages parents to share the progress check for two- year-old children with their child's health visitor and refers any concerns about children to the appropriate services. n The childminder consistently models good manners, such as saying thank you when children bring her the post. However, she does not always provide gentle

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need to do better?

reminders to help children to remember to use please and thank you during interactions. As a result, children do not consistently practise these important social skills. n The childminder follows good hygiene practices and ensures children's privacy during nappy changes. She asks for their consent before changing their nappy, making sure they feel comfortable and valued throughout the process.

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need to do better?

13 March 2025 n The childminder thoughtfully selects books that introduce children to concepts such as spring, building on their existing knowledge of the seasons. These books encourage discussions about growth and the changes that occur over time. However, the childminder does not always ensure that all children can see the resources she is presenting, such as the book or word cards she is using to promote key vocabulary. As a result, some children find it difficult to fully engage in their learning. n The childminder introduces new vocabulary to children, such as root when explaining how flowers grow. She listens to children, repeats words back to them correctly and helps them to develop an understanding of what the words mean. This supports children's language skills, enhancing their ability to use words in context. n Children have numerous opportunities to strengthen their fine motor skills, supporting future activities like feeding themselves and writing. For example,

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need to do better?

they use both hands to roll their play dough into a sausage shape and cut it up with scissors. They use a child-friendly knife to cut up their fruit and pencils to make marks. Through these activities, children develop control over their physical movements. n The childminder runs a toddler group and works closely with other childminders, fostering a network where knowledge, ideas and valuable training are shared. This, along with regular training, helps her to reflect on the provision. For instance, after attending training, she encourages children to stand more during certain activities to support their balance, coordination and muscle strength.

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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 help children to develop their manners to further reinforce good behaviour, such as using please and thank you n be mindful of how activities are delivered to ensure children can fully engage in their learning and make the most of the experience.

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Setting details

Unique reference number EY344387 Local authority Staffordshire Inspection number 10380814 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 3 Date of previous inspection 25 June 2019

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Information about this early years setting

The childminder registered in 2006 and lives in Stafford. She operates from 7.30am to 5.30pm, Monday, Tuesday, Thursday and Friday, all year round, except for bank and family holidays. The childminder holds a relevant level 3 qualification in home- based childcare. She provides funded early education for any eligible children attending.

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Inspection activities

n The childminder discussed their intent for children's education with the inspector. n The childminder and inspector talked about how the curriculum was put into practice and its impact on children's learning. n The inspector spoke with the childminder about safeguarding and the methods she uses to evaluate her practice. n The inspector observed the interactions between the childminder and children throughout the day and evaluated the impact on children's learning. n The inspector gathered parents' views through feedback forms and verbal discussions. n The inspector reviewed appropriate documentation, such as evidence of suitability and medication forms. n Children interacted with the inspector during the inspection and welcomed them to participate in their play.

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Inspection activities

13 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

13 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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