Pitcher, Jayne Pamela

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 at this setting are happy, settled and relaxed in the attentive childminder's care. They demonstrate this through their easy interactions with her, as they readily make choices about their activities. The childminder is an excellent role model and takes time to get to know children very well. The childminder is interested in what children have to say, speaks to them with respect and clearly relishes her time with them. For example, she listens carefully as children tell her about their recent holiday to the beach. Children behave very well. They play contentedly alongside each other and share resources well.

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The provision is good

The childminder's home is welcoming and homely and organised very well for childminding. The entire ground floor space has been carefully planned by the childminder to meet the needs of all children. As a result, children are confident as they move freely around the home-from-home environment. The childminder ensures children are able to play outdoors in the garden whenever they choose to. The secure, enclosed garden is arranged thoughtfully with areas for sand and water play, wheeled toys and climbing equipment. This provides children with a good range of physical challenges.

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need to do better?

n The childminder implements a clear, well-structured curriculum. Her aims for children are successfully threaded throughout her provision. The childminder has a sharp focus on promoting children's independence in an age-appropriate and sensitive manner. The curriculum supports children's readiness for the next stage in their learning effectively. This includes a particular focus on practical, lifelong skills tailored to individual children's needs. n The childminder thoughtfully arranges her home so children can easily make choices and access their favourite activities. Children have a wide variety of toys to choose from. However, during open-ended play activities, children do not always have enough opportunities to develop their own ideas and imagination skills to the highest level. n The childminder interacts positively with children as they play. This helps her tune into children's interests and means that she can build on what they already

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need to do better?

know and can do. For example, as children build sandcastles during sand play, the childminder introduces new learning concepts. She adds shells and helps children decorate their sandcastles. This further supports children's understanding as they describe the texture of shells and the patterns they make. n The childminder develops close, nurturing relationships with children. Children seek her out for reassurance and readily include her in their play. Overall, the childminder's interactions are attentive and caring. She clearly enjoys spending time with children and engages them in lots of conversations.

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need to do better?

2 June 2025 n Children make good progress because the childminder is skilled at making decisions about their development. She promptly decides what skills they need to develop next. She tailors activities to extend children's learning and develop their skills. For example, children enjoy finger painting. The childminder skilfully supports children's physical development in preparation for early writing at school. n Children's interest and understanding of the wider world are ignited due to the experiences they have in their local and wider community. The childminder makes good use of local amenities such as parks, libraries and shops, which helps children to learn about the culturally diverse area in which they live. n The childminder is passionate about promoting children's good health. She promotes healthy lifestyles effectively. She provides well-balanced, home-cooked meals and nutritious snacks. The childminder encourages children to understand

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need to do better?

the benefits of healthy eating and talks to them about how it helps them to grow strong. n The childminder fosters strong partnerships with parents. She maintains a regular two-way flow of information. She talks with parents daily about their child's progress and activities. Parents comment that they are happy with the care provided and the good progress their children make. They are grateful for the childminder's care in the homely environment. n The childminder is proactive in accessing a wide range of professional development opportunities and training. She has recently completed training to develop her understanding of communication and language development further. However, this knowledge is not yet fully embedded to ensure her interactions with children consistently promote their speech development to the highest level.

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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.

p.3

should:

n embed knowledge gained from communication and language training to better support children's listening and speaking skills n provide more opportunities for children to extend their creativity and imagination during open-ended play.

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Setting details

Unique reference number EY339249 Local authority Wolverhampton Inspection number 10402660 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 15 Date of previous inspection 18 December 2019

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Information about this early years setting

The childminder registered in 2006 and lives in Wolverhampton. She operates all year round from 7am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a level 3 qualification. She provides government funded spaces for eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims for their early years curriculum. n The childminder spoke to the inspector about children's learning and development. n Children spoke to the inspector about what they like doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

2 June 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

2 June 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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