Kirk Sally

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

p.1

The provision is outstanding

The childminder has an excellent understanding of children's unique personalities and stages of development. This enables her to tailor her teaching skilfully to meet their individual needs. For example, when children express sadness, she sensitively guides them to a quiet area and encourages conversations that help them to manage their emotions. This supports self-soothing and reinforces positive messages such as 'sharing is caring'.

p.2

The provision is outstanding

The childminder actively fosters children's positive behaviour, encouraging them to think about and understand the importance of rules. Parents and carers commend her unwavering attention to every child and her dedication to developing children's listening skills, recognising this as a vital part of keeping them safe.

p.2

The provision is outstanding

The childminder actively helps children to learn practical life skills by establishing consistent routines that encourage self-care and hygiene. She teaches children about germs as they wash their hands, guides them to count to 10 while creating a lather and ensures they use a clean cloth to dry their hands. During toilet training, she empowers children to recognise their own bodily signals and provides frequent opportunities to practise. Every effort is celebrated with rewards, such as stickers and meaningful praise. This instils a strong sense of pride in children.

p.2

The provision is outstanding

The childminder provides exceptional support for children to develop independence and decision-making skills. She encourages them to take an active role in their learning and to express their thoughts confidently. For example, while helping to set the lunch table, children notice their peer is absent and adjust the number of plates accordingly. They choose their preferred fruit and drinks for snack and request a knife and fork to cut up their own banana. These behaviours demonstrate a strong sense of belonging and self-confidence.

p.2

need to do better?

n The childminder skilfully supports children's ongoing progress by planning intentional and enriching play experiences. For example, when children are moving house, she encourages them to pack small-world furniture into cardboard boxes. This helps children to understand and process significant life changes. n The childminder promotes inclusion by actively building on children's observations and questions about disabilities. When children notice a character wearing a cast, she introduces pictures of real people to promote meaningful conversations about differences and similarities. Additionally, children explore festivals and celebrations linked to their own communities and cultural backgrounds.

p.2

need to do better?

4 June 2025 n The childminder expertly uses stories to inspire and extend children's play, stimulating their thinking and creativity. For example, after reading a story about the beach, children create their own beach environment. They transport sand, mix paint with water to replicate the sea, and refer closely to the book to add detailed elements, including a boat and a shark. This helps children to connect with the story in a deeper and more memorable way. n The childminder fosters highly effective, open communication with parents through regular updates and meaningful conversations. Parents provide positive feedback, describing the environment as 'calm' and 'welcoming'. They highlight the personalised care their children receive and report high levels of progress in social skills, independence and speech development. Parents commend the childminder's flexibility with drop-off and pick-up times and her collaborative

p.2

need to do better?

approach to working with families. n The childminder enriches children's language by seamlessly weaving new vocabulary into their play. When children struggle to recall a word, she thoughtfully uses visual aids, such as a real coconut, to support their memory. Furthermore, she deepens their understanding by encouraging exploration of the object's unique qualities, such as the coconut's 'spiky' texture. n The childminder expertly fosters everyday opportunities for children to explore counting, sorting, measuring and spatial awareness. For example, she challenges children to fit as many toy pigs as possible into a box and close the lid. When children find their spoon is too large to fit into a jar, she encourages them to think critically about different spoon sizes and possible solutions. This guides their problem-solving rather than offering direct answers. n Children show that their prior learning is deeply embedded. For example, they

p.3

need to do better?

spontaneously revisit physical activities, jumping from a low-level bridge and using a measuring tape to record the distance. The childminder builds on this by encouraging them to jump further each time. Additionally, children who are developing their understanding of prepositions naturally apply them in everyday language, describing when one object is 'next to' another. n The childminder is highly reflective and consistently evaluates routines, the environment and her practice to ensure high-quality outcomes for children. She actively engages in relevant training and research and reflects on her own well- being and workload. The childminder regularly gathers parental feedback through questionnaires and uses this insight to inform ongoing improvements. n The childminder has recently secured funding and aims to invest it in purposeful experiences that broaden children's interests, knowledge and cultural capital.

p.3

need to do better?

She places strong emphasis on providing children with new experiences beyond their everyday lives.

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.

p.3

Setting details

Unique reference number EY221860 Local authority Staffordshire Inspection number 10392299 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 14 August 2019

p.4

Information about this early years setting

The childminder registered in 2003. She lives in Norton Canes, Cannock. The childminder operates all year round from 8am to 5pm, Monday to Thursday, except bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for children aged between nine months and four years.

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 had been implemented and the impact that this had on children's learning. 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 the children and their parents were considered by the inspector. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household.

p.4

Inspection activities

4 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.

p.4

Inspection activities

4 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6