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

The childminder is dedicated to creating a safe environment where all children feel respected, valued and confident. For example, she encourages them to respect each other's opinions and choices, fostering an inclusive atmosphere. When children face challenges in this area, she gently prompts them to reflect on how their actions impact others, giving them the time they need to regulate their emotions.

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The provision is good

The childminder consistently encourages children to work together. For example, she intentionally provides fewer resources than there are children, creating opportunities for them to practise sharing. With the childminder's support, children cut their play dough in half, happily offering a portion to their peers. They are encouraged to ask their peers for help when needed, exercising their communication skills and building positive relationships.

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The provision is good

Children practise their independence in various ways. For example, they make choices about the resources and equipment they wish to use. Older children wash their hands, set up the lunchtime environment and prepare their own snacks. When children struggle to put on their shoes, the childminder reminds them to use their 'magic finger' to scoop around the back of the shoe and pull the tongue forward. This guidance positively contributes to children's success.

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need to do better?

n The childminder understands children's strengths, interests and areas for development. This enables her to plan precise next steps for every child. She uses communication tools and relevant frameworks to assess speech development and attends training to expand her knowledge of special educational needs and/or disabilities. Additionally, the childminder shares strategies with parents and carers to support and extend children's learning at home. n Training helps to boost the childminder's confidence and enables her to incorporate new knowledge and ideas into the curriculum. For example, child- friendly knives have been purchased to further support children's independence, giving them the opportunity to safely cut up their own fruit. Parents have noticed their children's growing confidence and independence, particularly in their understanding of safety. n The childminder incorporates a consistent routine, such as introducing 'Meatball

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need to do better?

Tuesday', where every Tuesday, children look forward to a special meal of meatballs. However, she does not fully engage children in discussions about hygiene practices, such as the importance of handwashing and the reasons for not touching others' food. Consequently, children do not learn the connection

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need to do better?

18 March 2025 between these practices and their overall health. n The childminder works with local schools to support early years goals. She asks teachers for guidance on areas to focus on and aligns children's experiences based on their feedback. For example, she introduced balance bikes into the setting, which are commonly used in local schools. n The childminder provides children with opportunities to explore and extend their learning beyond the setting. For instance, she takes them to heritage sites and nature reserves, where they can engage with nature and history. n Parents value the 'well-thought-out curriculum' the childminder offers. They believe that the various activities and clubs she takes children to have helped them to become more social and make friends. n The childminder teaches children good manners. For example, she often asks open-ended questions to encourage children to reflect on their behaviour and

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need to do better?

learning, such as 'What should we do if there are obstacles in our way?' This encourages children to problem-solve, helping them to remember to say, 'excuse me'. n Children use a range of resources to enhance their gross motor skills, such as ride-on cars and various-sized bikes. The childminder strengthens children's fine motor skills by modelling 'rolling' and 'squeezing', guiding them to apply more pressure to manipulate their play dough. However, she does not consistently assess whether all activities are suitable to fully support younger children's physical development. n Mathematical concepts are introduced to children through various activities. For example, when children cut their play dough in half, they explore basic division. The childminder encourages them to arrange the dough balls by size, using descriptive terms like 'bigger' and 'longer' to help children to connect mathematical language to their actions.

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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 gain a deeper understanding of why it is important to follow good hygiene practices n consider the appropriateness of some activities used to support younger children's physical development.

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Setting details

Unique reference number EY436289 Local authority Stoke-on-Trent Inspection number 10380754 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 7 Date of previous inspection 21 June 2019

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Information about this early years setting

The childminder registered in 2011. She is situated in Meir, Stoke-on-Trent. The childminder operates 7.30am to 5.30pm, Monday to Friday. She operates 48 weeks of the year, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5. 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 day 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

18 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

18 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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