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

The childminder creates a calm, caring and homely environment, where children feel settled and happy. She builds strong, trusting relationships with each child by getting to know them well and responding warmly to their individual needs. Children are given reassurance and cuddles when needed, helping them feel valued and emotionally secure. The childminder supports positive behaviour with gentle reminders and praise. As a result, children know what is expected of them.

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The provision is good

The childminder helps children develop an awareness of the world around them. She takes them on regular outings that enrich their learning and offer meaningful real-life experiences. These include walks along the local canal, visits to the marina and trips to the library. During their walks, children enjoy watching the canal boats and spotting wildlife. They often see the same duck, which they affectionately name 'Nell duck', making it a familiar and special part of their outings.

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The provision is good

To promote awareness of diversity, the childminder introduces children to different cultures, traditions and ways of life. For example, children celebrate cultural events, such as Chinese New Year and Diwali, through themed activities, crafts and conversations. As a result, children learn the importance of respecting and celebrating what makes everyone unique.

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need to do better?

n The childminder offers a broad curriculum that helps all children make good progress. She provides a balance of focused activities and child-initiated play. However, the childminder does not always take children's next steps into account when planning activities. As a result, some activities lack the level of challenge needed to fully support their age and stage of development. n The childminder builds strong relationships with parents. She asks parents about their child's abilities and interests. She uses this information, along with her own observations, to gain an understanding of each child's stage of development. Parents receive regular updates through messages and photos, keeping them informed and involved in their child's learning. Parents' written feedback describes the childminder as nurturing, and she feels like an extension of their family. n The childminder is dedicated and takes pride in providing a high standard of care

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need to do better?

and learning for the children in her setting. However, she does not always recognise where professional development opportunities could help her build on her knowledge and further strengthen the quality of her teaching. n The childminder supports children's communication and language through everyday conversations, stories and play. She talks with children throughout the day, asking open-ended questions and giving them time to think and respond.

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need to do better?

10 June 2025 She repeats and models language to help build their vocabulary and understanding. Children enjoy snuggling up with the childminder to read books together. She reads with warmth and expression, encouraging children to talk about the pictures and what might happen next. As a result, children develop a love of books and early literacy skills. n The childminder naturally incorporates counting into children's play. For example, as children follow their interests and play with toy vehicles, she asks them to count how many cars they have. During outings, the childminder encourages children to notice numbers and words in print, such as on signs and doors, helping to develop their number recognition and early awareness of print in the environment. n The childminder promotes a healthy, active lifestyle through everyday routines and experiences. She encourages children to stay hydrated and offers healthy

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need to do better?

snacks. Good hygiene is also supported, with gentle reminders to wash hands before eating and after using the toilet. n Children enjoy daily outdoor play. They enjoy regular visits to the local park, where they can run, climb and balance, which helps to build coordination and strength. The childminder also plans fun activities that support children's fine motor skills, such as using tweezers to pick up small objects, and mark making with pens and paint. n Children are encouraged to be independent and enjoy taking responsibility for small tasks. They help tidy away toys after play and look forward to collecting the post from the letterbox when it arrives. These everyday routines help build their confidence and support their growing independence.

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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 review planned activities to ensure they are closely matched to each child's next steps, providing greater challenge and depth of learning n strengthen professional development to focus on building knowledge, understanding and to raise the overall quality of teaching.

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Setting details

Unique reference number 210317 Local authority Staffordshire Inspection number 10394524 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 9 Date of previous inspection 10 September 2019

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Information about this early years setting

The childminder registered in 1998 and lives in Stone, Staffordshire. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded places for childcare.

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Inspection activities

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 childminder provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education being provided and assessed the impact that this is having on the children's learning. n Parents shared their views of the setting in writing with the inspector. n The childminder and the inspector carried out a joint observation of the children engaged in play and discussed how the curriculum has been implemented and the impact that this has had on the children's learning.

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Inspection activities

10 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

10 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

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

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