Navarro Carmen

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 creates a warm and welcoming home-from-home environment for children. This encourages and motivates children to engage in a range of activities and play opportunities. Children demonstrate positive attitudes towards their learning and behave well. The childminder supports them to build relationships as she plays alongside them and models how they can be caring towards others. Children show engagement and return to resources to consolidate their skills. Children are happy and confident while enjoying their time with the childminder. Before they begin their time at the setting, the childminder gathers information from parents about their children's routines and interests. This information helps to form strong attachments so children settle in quickly, which shows they feel safe and secure with her.

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The provision is good

The childminder plans a broad curriculum based on children's interests. She responds quickly to children's interests to help ensure their engagement and involvement in learning. For example, children play with pretend fruits. They put two halves together and try to pull them apart. The childminder joins in with their play and models how to do this. The children persevere until they manage the task. As children play, the childminder talks about the fruit they have tried and like, and how this helps them to make healthy eating choices.

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need to do better?

n The childminder adopts a calm and gentle approach with the children, providing reassurance and comfort when needed. She meets children's care needs with gentleness and dignity. For example, she talks quietly to children when she changes their nappies. The childminder ensures that children have regular snacks and drinks to help maintain their energy levels. She uses all these routines well to both meet children's care needs and build warm and trusting bonds. n The childminder supports children's language development well. She routinely introduces children to new words to add to those they already know. For example, when children say 'banana', the childminder extends this by talking about the colour and size, and about other fruits. She does this in ways that are age-appropriate and does not overwhelm children with too much new information. As a result, children extend their vocabulary and later use the new

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need to do better?

words in their play. n The childminder observes children's learning and makes accurate assessments. She plans activities based on their interests, supporting their development. However, the childminder does not make full use of her observations of children's achievements to precisely identify what children need to learn next to build on what they already know and can do. Despite this, children have positive

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need to do better?

25 March 2025 attitudes towards their learning and enjoy the activities and experiences on offer. All children, including those for whom the childminder receives funding, make good progress from their starting points. n The childminder uses a variety of ways to help children gain an understanding of the wider world. For example, children enjoy looking at simple world maps and discussing places they visit on holiday and where their families live. This helps children to learn about the world beyond their own. n The childminder understands the importance of physical exercise for children's good health. She knows why it is important for children to be active every day, including days when children only attend for a short amount of time. For example, she organises her home so children can use balance and wheeled toys safely indoors. The childminder encourages children to use their muscles and coordination to hold and pull toys along the floor. However, children have limited

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need to do better?

access to outdoor physical activities that help them learn to take appropriate risks and challenges in developing their larger physical skills outdoors. n The childminder reflects on her practice and identifies areas of strength, as well as areas that she would like to improve her setting. She monitors children's development and adapts her practice if needed to support all children to achieve. n The childminder builds strong relationships with parents. She communicates regularly through daily discussions sharing information about the children's activities and care arrangements. Parents express praise for the childminder, describing her support as fantastic. She also provides support and suggestions for how parents can support their child's development at home.

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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 the information gathered from observations of children's achievements to plan more precisely what children need to learn next to build on their knowledge and skills even further n provide further opportunities for children to freely access the outdoors to enhance their physical development.

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Setting details

Unique reference number 210094 Local authority Staffordshire Inspection number 10391319 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 9 Number of children on roll 9 Date of previous inspection 6 August 2019

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Information about this early years setting

The childminder registered in 1992 and lives in Stafford. She operates all year round, from 8am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government-funded childcare places for all eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on the children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation.

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Inspection activities

25 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

25 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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