Childminder in Shropshire

Inspection date

Previous inspection date 2 April 2015 21 November 2008

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder delivers a variety of activities and experiences that cover all seven areas of learning. This supports children to make good progress in their learning.  Learning opportunities are rich and varied. Children's understanding of spring is promoted well through a variety of ways. Children go on trips to look for signs of spring, such as finding daffodils and learn about celebrations, such as Easter. The childminder extends this learning through a planned trip to a local farm to see lambs.  Children are taught the importance of a healthy diet and exercise. The childminder provides healthy snacks and evening meals, which are nutritious. Children are taken on daily walks to and from school, and out into the local community.  The childminder has effective partnerships with the other settings children attend. She regularly shares her observations of children with them and extends children's learning.

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This provision is good

She uses ideas from other settings to develop learning in her own setting.  The childminder keeps her knowledge and skills up to date through regular research and networking with other childminders. She has identified systems to assess children's progress between the ages of two and three. This provides parents with an overview of their child's progress at this age.

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It is not yet outstanding because:

 The childminder's monitoring of children's learning is not yet fully robust.  Opportunities to enhance children's problem-solving skills and develop their independence are not fully maximised by the childminder.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 extend the current monitoring of children's learning, by identifying their development stage on entry, and during their time at the setting, in order to swiftly identify any children who are not making the expected progress and to keep parents fully informed of children's progress  provide even more opportunities to promote older children's independence, by encouraging them to do things for themselves and solve problems that occur.

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Inspection activities

 The inspector observed activities in the childminder's home.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector evaluated an activity with the childminder.  The inspector looked at a sample of children's records, planning documentation and a range of other documentation, including policies and procedures.  The inspector checked the qualifications and training of the childminder, and evidence of the suitability of all adults living on the premises.  The inspector took into account the views of parents expressed through the childminder's self-evaluation.

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who attend. This is good

The quality of teaching is good. The childminder carries out regular observations of children's achievements and uses this information to plan interesting and challenging learning opportunities for children. Children are supported to develop the skills they need for school. The childminder teaches children how to manage their own needs, such as dressing and going to the toilet. However, children's independence is not extended in all teaching. For example, the childminder does not invite children to solve problems, such as how to divide a piece of ribbon between three. She also does not invite older children to use scissors to cut their own ribbon. Children's creativity skills are promoted well. The childminder provides a range of art materials and encourages children to create, in order to achieve their desired outcome. The childminder helps children develop their mathematical skills, such as talking about the difference between tall and short.

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good

The childminder's home is safe and welcoming. The childminder has a range of resources available. They are rotated on a regular basis, which ensures the environment remains stimulating and engaging. Children have good relationships with the childminder. They are pleased to see her when they arrive and give her cuddles to say 'hello'. This supports children's emotional well-being. Children benefit from regular trips to toddler groups to develop their social skills and confidence. They know how to behave in the setting. The childminder makes her behaviour expectations clear to children and implements positive behaviour strategies consistently. Children make a smooth transition to school and nursery. The childminder has good partnerships with local settings and schools. Children visit these settings many times during drop off and collection of other children. This familiarises them with staff and gives them an insight into what it will like at school and

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good

nursery. The childminder plans activities that promote children's understanding of the world, as they learn about different celebrations.

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provision is good

The childminder has a secure knowledge of the learning and development requirements and how to keep children safe. The childminder regularly shares her observations of children's learning with parents to update them on their child's progress. She seeks information from parents when children first start to identify what children have learnt at home. However, she does not precisely monitor children's overall progress to identify children's development stage on entry and throughout their time at the setting. Therefore, her monitoring is not focused precisely on ensuring all children are making the expected progress. The childminder has completed child protection training and has a current paediatric first-aid certificate. She carries out regular risk assessments of her home and outings to ensure all risks are identified and hazards are reduced. Self-evaluation systems are robust. The childminder uses the views of others to set challenging targets for the

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provision is good

future, based on her high expectations, in order to continually improve her practice.

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Setting details

Unique reference number EY233736 Local authority Shropshire Inspection number 869985 Type of provision Childminder Registration category Childminder Age range of children 0 - 13 Total number of places 6 Number of children on roll 12

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Name of provider

Date of previous inspection 21 November 2008

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Telephone number

The childminder was registered in 2002. She lives in Bridgnorth, Shropshire. She operates all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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