Childminder EY304478

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 builds strong relationships with children and their parents and carers. For instance, she warmly welcomes them into her home and takes a genuine interest in their experiences, such as asking about recent holidays. She invites parents to share important updates about their children, such as progress with potty training, so that she can continue to support this throughout the day.

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The provision is good

The childminder is sensitive to children's individual needs and responds effectively to their non-verbal cues. For example, she recognises when young children are becoming tired or uncomfortable and adapts her care accordingly to meet their needs. She encourages children to look through their 'learning journeys' and share them with their families. This positively contributes towards children's happiness.

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The provision is good

The childminder has high expectations for children's behaviour. For example, she helps them to develop key social skills, such as sharing resources and taking turns when speaking. She encourages cooperative play and guides older children to understand the needs and feelings of their younger peers. These actions help to promote positive peer relationships.

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The provision is good

The childminder plans learning opportunities that build on children's experiences. For example, after observing bug hotels in the local community, she engages children in related activities, such as an indoor bug hunt. Children learn the names of various species and interesting facts, such as how grasshoppers produce sound by rubbing their hind legs against their forewings. This deepens children's understanding of insects.

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need to do better?

n The childminder has a secure understanding of child development. To refresh and build on this knowledge, she has recently enrolled in a relevant course aimed at improving children's outcomes. She reflects on her practice in the moment, recognising what works well and identifying ways to adapt and improve future activities. n The childminder uses development trackers to identify any gaps in children's learning. When concerns arise, she knows to work closely with parents and direct them to relevant local services. She maintains strong links with the schools children attend, ensuring continuity and consistency in meeting their developmental needs. n Children who speak English as an additional language make strong progress in developing their spoken English. However, the childminder does not always model grammatically correct language when speaking with children, occasionally using informal terms such as 'piggy' or 'doggy'. Additionally, she does not

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need to do better?

19 August 2025 consistently create opportunities for children to take part in meaningful group discussions, which limits their chances to engage in extended conversations during activities. n Children develop basic technology skills through purposeful play and exploration. For example, they use the internet to research different types of fish, such as the lantern fish, and use cameras and binoculars to examine toy insects in more detail. Plans are in place to further extend children's technology skills in preparation for school. n The physical curriculum is promoted through a range of everyday activities. For example, children develop their fine motor skills as they pick up toy insects with tweezers and trace their names. Young children who are new to walking have opportunities to practise their emerging skills under close supervision. When they attempt to step onto a cardboard box, the childminder offers her hand for

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need to do better?

support. n The childminder demonstrates a secure understanding of her responsibilities in promoting children's health. For instance, she follows clear procedures for administering medication, managing allergies and encouraging healthy eating. Children are taught to wash their hands properly and dry them using their own colour-coded cloths. The childminder encourages them to brush their teeth, using a digital timer to ensure they brush for the recommended two minutes. n During certain parts of the day, such as lunchtime, children sit and wait for extended periods. While their behaviour remains positive, their attention sometimes drifts due to a lack of stimulation during these times. n Parents express high levels of satisfaction. They appreciate the thorough induction process, which allows the childminder to develop a strong understanding of their children from the outset. Ongoing communication about their children's progress is highly valued, and parents feel well supported,

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need to do better?

particularly in areas such as potty training.

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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 support children to make better progress in their speech and language development by consistently modelling correct language use and encouraging discussions that allow them to express their ideas n review the organisation of daily routines to minimise waiting times and sustain children's attention.

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Setting details

Unique reference number EY304478 Local authority Staffordshire Inspection number 10399429 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 10 Date of previous inspection 2 December 2019

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Information about this early years setting

The childminder registered in 2005 and lives in the Gnosall area of Stafford. She operates her provision all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for children between the ages of nine months and four years.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her provision, including the aims and rationale for her early years foundation stage curriculum. n The inspector spoke to the children and their parents to find out about their experiences at the setting. n The inspector observed the quality of education being provided and assessed the impact that this is having on the children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector held discussions with the childminder about safeguarding and how she evaluates her practice.

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Inspection activities

19 August 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

19 August 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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