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

Children are happy and settled with this welcoming and friendly childminder. The childminder has created a dedicated playroom where children show they are confident as they freely explore and make independent choices about their play. Children freely engage in conversations with the childminder and each other, and they confidently express their thoughts, feelings and ideas. Children especially enjoy sharing stories and retelling them using a variety of props. The childminder is caring, thoughtful and patient. She builds strong relationships with the children in her care. As a result of this, the children generally behave well and follow the routines and boundaries the childminder has embedded. They readily go to the childminder for a cuddle if they need reassurance or are starting to feel tired.

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The provision is good

The childminder has designed an ambitious curriculum that meets children's learning needs very well. The childminder wants the children to be keen and inquisitive learners. Children are developing a wealth of skills and knowledge to give them a strong foundation ready for the next stage of their learning. The childminder focuses well on children's social, physical and language skills. She ensures that as children progress with these, she introduces lots of opportunities for children to develop in other areas, such as with their mathematical, creative and literacy development. Children who have been in her care for a while show, through what they say and do, that they are learning very well.

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need to do better?

n The childminder delivers learning experiences that help children remember long- term what they have been taught. She ensures children have plenty of opportunities to revisit activities and make links between different things that they do. For example, children have learnt about butterflies. They are able to explain what they did to care for them and how they released the butterflies into the garden, remembering key vocabulary such as caterpillar and chrysalis. n Learning is fun and interesting for children. They laugh and giggle as they practise their fine motor skills by picking up pom-poms with tweezers and placing them onto wooden trays to make pictures. However, the childminder does not always challenge children to extend their learning to the highest level. n The childminder monitors children's development closely. She demonstrates a precise understanding of children's level of progress, which she shares with

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need to do better?

parents. She identifies any gaps in learning and implements strategies to help children, including those with special educational needs and/or disabilities (SEND), to make the best possible progress. n The childminder encourages the children to develop a love of reading by regularly sharing books with them. Children show that this is a familiar routine as they enthusiastically choose a story, help to retell it and join in with familiar

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need to do better?

24 June 2025 refrains. For example, the children chose 'The Gingerbread Man' story and use wooden characters to retell it themselves, laughing as they shout 'run, run as fast as you can'. n The childminder helps children to recognise and understand their emotions and feelings. She is sensitive and teaches children that their behaviour can change how their friends feel. The childminder helps children to build strong friendships. However, when minor conflicts occur, the childminder does not provide children with support to begin to manage these situations themselves. n The childminder closely supports children to develop their understanding of healthy lifestyles. She recognises the importance of healthy eating and encourages children to stay hydrated throughout the day. The childminder takes children outdoors and encourages lots of physical activities, such as climbing at the park and balancing on logs.

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need to do better?

n Children benefit from the wide range of experiences the childminder gives them. For example, they regularly attend playgroups where they develop their social skills and engagement. The children visit the library, places of worship, parks and forest schools. These opportunities broaden children's understanding of their local area and develop their knowledge of the world around them. n Feedback from parents is positive. They comment on the home-from-home environment the childminder creates. Parents appreciate the regular communication they receive and the ideas the childminder shares about activities that will promote learning further at home. n The childminder keeps up to date with developments in early years by accessing a wealth of training and networking with other childminders in the community. She is passionate about her practice and works hard to ensure that the children she looks after are happy, healthy and safe in her care.

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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 ensure activities challenge children to extend their learning even further n support children so they learn how to solve minor disputes for themselves.

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Setting details

Unique reference number EY549099 Local authority Staffordshire Inspection number 10394837 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 3 Date of previous inspection 27 September 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Wombourne, Wolverhampton. She operates Monday to Friday from 7am to 5pm, during term time. She provides funded early education 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 and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n 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 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

24 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

24 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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