Childminder EY539753

Inspection date 9 January 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder is committed to developing her knowledge and skills to benefit children. For example, she works closely with the local authority childminder consultant and meets with other childminders to exchange good practices. Recent training has helped her to identify how to extend further her arrangements for tracking children's progress. n The childminder is skilled in supporting children's communication and language development. Older children listen attentively and respond thoughtfully to questions. They communicate their ideas clearly and confidently. The childminder values children's home languages and encourages them to use this in their play. n Children make good progress and gain a secure foundation for their future learning and starting school. n The childminder provides children with many opportunities to develop their independence and sense of responsibility. Children learn to dress themselves in their

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This provision is good

outdoor clothes and to fasten zips on coats. They manage their personal needs well and are aware of their own needs, such as when they are tired or hungry. n The childminder does not establish fully successful links with other settings children attend to share information regularly about children's learning. n The childminder does not consider how to fully involve the youngest children during some activities, to support their learning in the best possible way.

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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

n extend partnerships with staff from settings where children also attend to further support the continuity of their care and learning n identify where activities can be adapted to include the best possible learning opportunities for the youngest children.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector spoke with the childminder and children at appropriate times during the inspection and carried out a joint evaluation of the teaching and learning with the childminder. n The inspector had a tour of the areas of the childminder's home used by children. n The inspector took account of parents' views.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has secure knowledge of how to keep children safe. She has a clear understanding of the process to follow should she need to report any concerns about a child's well-being. The childminder establishes effective partnerships with parents. She regularly shares information with them about children's activities, learning and well-being to support continuity in their care and development. The childminder reflects effectively on the service she provides to identify areas for further development. For example, she has made changes to how she works with parents to gather more detailed information about children's starting points. In addition, she has developed the information she provides for parents to support children's transition to school.

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Quality of teaching, learning and assessment is good

The childminder knows children well and monitors their progress effectively. She plans a wide range of interesting activities that they enjoy. Children enjoy practising their writing and eagerly make marks with ice cubes. They make links with their experiences and consider possible ways to melt the ice, such as blowing on it. Children develop their understanding of the world and consider different environments, such as space, a volcano and a duck pond. They learn about people and communities and talk about members of their family. The childminder provides children with good opportunities to practise their physical skills. Children concentrate as they try to scoop objects out of a water tray and throw balls at a target.

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Personal development, behaviour and welfare are good

The childminder supports children's emotional security successfully. She is friendly, nurturing and children are happy and secure. They eagerly involve her in their play. The childminder is a good role model and children respond positively to her. She provides them with clear expectations and their behaviour is good. Children develop good social skills and learn to share, take turns and to tolerate delay. The childminder helps children to learn about keeping themselves safe. Children learn about road safety, the potential risks when playing close to water and how some berries that birds eat are harmful to humans.

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Outcomes for children are good

Children are well motivated to explore and learn. They lead their play confidently and make decisions. Children use their imaginations as they play. They pretend to serve food and fill the role-play car with fuel ready for their journey. Older children learn to recognise their names and the sounds of familiar letters. They learn to recognise numbers and sort objects according to the colour.

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Setting details

Unique reference number EY539753 Local authority Telford & Wrekin Inspection number 10079850 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 9 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. She operates her provision all year round from 7.30am to 5pm, Tuesday to Friday, except for bank holidays and family holidays. She receives funding to provide early education for three-year-old children.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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