Childminder EY463319

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 greets children warmly as they enter the homely setting. The childminder and any assistants she works with are on hand to help children to settle quickly into daily routines. This ensures that children settle swiftly and helps them to feel safe and secure. The childminder embeds an ambitious curriculum for all children. She plans and provides activities for children that she knows will interest them. This helps children to focus on their play. For example, children show concentration as they count money and pass this to the childminder in the role-play cafe. Furthermore, children learn to plant and grow their own vegetables in the large outdoor garden.

p.2

The provision is good

The childminder introduces new language to help children to learn new words. She ensures that all children develop the skills and knowledge they need to build on what they already know. The childminder helps children to develop positive attitudes. She notices when children need extra guidance in following the rules in the setting. The childminder reminds children about taking turns when using large equipment. She discusses with them about being safe as they climb up and then go down the slide. The childminder praises children for their efforts. As a result, they behave extremely well.

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need to do better?

n The childminder provides opportunities for children to learn and develop. She has a good knowledge of child development. The childminder's interactions with children are kind and nurturing. She has designed a well-sequenced curriculum for all children to learn and build on what they already know and can do. n The childminder considers children's interests when planning for their next steps in learning. For example, she provides children with many opportunities to plant seeds and grow their own vegetables. However, the childminder does not consistently communicate to parents and carers about what their children need to learn next to support their learning further at home. n The childminder and any assistants she works with complete online training, such as paediatric first aid and safeguarding. However, the childminder does not consistently plan professional development for any assistants she works with to

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need to do better?

focus more closely on teaching to enhance their knowledge and skills. That said, the childminder is a good role model for any assistants she works with and updates them on the learning she completes. n Children enjoy hearing stories, songs and rhymes. For example, the childminder takes time to sing familiar rhymes. Younger children show they are excited as they know what is coming next. Furthermore, the childminder selects specific books to teach children about the seasons. For example, she selects 'The Leaf Thief' to teach children about autumn. This helps children to develop a sense of

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need to do better?

27 August 2025 the world around them. n Children develop their mathematical skills. For example, when they show an interest in a measuring tape, the childminder shows children how to use this to measure their height. The childminder points out different shapes, such as circles and squares, when children select from a range of pots for planting. Furthermore, she provide opportunities for children to problem-solve using money in the role-play area. This helps children to become confident in using mathematics in everyday experiences. n The childminder promotes children's good health well. Children enjoy pasta, peppers, cucumbers, tomatoes and carrots. The childminder supports children to have a go at trying a variety of foods. This helps all children to benefit from healthy and nutritious snacks and meals. n Children develop their self-care needs. For example, they learn to use the toilet. The childminder reminds children of the steps to take in washing their hands

p.2

need to do better?

correctly. This supports children to develop their independence skills. n Parents report their children have come on in leaps and bounds. They find the newsletter they receive from the childminder informative and extremely helpful. They report this gives them information about the topics their children will be learning. As a result, parents are happy with the communication they receive. They say the setting has played a huge part in their children's development.

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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 build on the positive partnerships with parents by sharing information with them about what their children need to learn next n focus training for assistants more closely on teaching, to enhance their knowledge and skills to improve outcomes for children even further.

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Setting details

Unique reference number EY463319 Local authority Staffordshire Inspection number 10408079 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 11 Date of previous inspection 24 January 2020

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Information about this early years setting

The childminder registered in 2013 and lives in Lichfield, Staffordshire. She operates all year round, from 7.15am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. She provides government-funded childcare for eligible children.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that 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 curriculum. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

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Inspection activities

27 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

27 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

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

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