Childminder in Shropshire

Inspection date 9 August 2019 Previous inspection date 7 July 2014

p.1

This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Good 2

p.1

This provision is good

n The childminder gives performance management and professional development high priority to help build on her own knowledge and skills and those of her assistants. Qualifications that the childminder and her assistants achieve have a positive impact on children's learning experiences. n The childminder works closely with the providers of other settings children attend. She regularly communicates with them to help promote continuity in children's care. n Teaching is consistently strong. Some aspects of the childminder's and her assistants' teaching are better than good. They are highly responsive to children's emerging interests and plan activities that help children consolidate and learn new skills. n Children's behaviour is exemplary. They show a great level of respect for others and the environment. The childminder has high expectations for children's behaviour, and this helps children to develop outstanding self-regulation. They use excellent manners

p.1

This provision is good

and always tidy away after themselves with little encouragement from the childminder. n Two-year-olds, who the childminder receives funding for, make good progress from their starting points. The childminder uses effective teaching strategies to help close gaps in their communication and language development. n The arrangements to emotionally prepare children for starting nursery are excellent. Children are confident to start and feel reassured about what nursery will be like. n The childminder does not assess some children's starting points quickly to help identify their initial skills and knowledge. She obtains information from parents about what their children can do when they first start attending. However, the childminder does not use this information as part of the initial assessment.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

n refine the assessment of children's starting points to minimise any delay in identifying what children know and can do when they first start n make better use of the information provided by parents about their children's prior knowledge and skills to plan for children's learning more precisely from the outset.

p.2

What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder and one of her assistants. He looked at relevant documentation and evidence of the suitability of persons living and working in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder and her assistants all know how to recognise indicators of abuse and report concerns about a child's welfare. The childminder deploys her assistants well to promote the smooth management of her setting. This enables the childminder to provide various activities in different areas of her premises based on children's individual learning preferences. The childminder has a strong vision developed through critical self-evaluation. She has well-focused improvement plans to help accelerate children's already good progress. For example, she is embedding changes to the environment and resources to help build on children's curiosity in their play.

p.3

Quality of teaching, learning and assessment is good

The childminder plans high-quality experiences that provide a breadth of learning for children based on their individual interests. For example, the childminder plans a baking activity in response to children bringing in apples from their holiday. She helps children to develop their mathematical and literacy skills as their next steps in learning. Children learn that print carries meaning by reading and following a recipe. The childminder teaches children the concepts of quantity and size through measuring out ingredients and comparing different sizes of apples. Children develop excellent physical skills for their age. For instance, from a young age they can combine ingredients using a variety of methods, use tools safely and pour ingredients between containers.

p.3

Personal development, behaviour and welfare are outstanding

Children's engagement in learning is outstanding. They can concentrate for periods well beyond the typical levels for their age. Children show great enthusiasm for the varied activities available. They have vivid imaginations and can use their own ideas to develop their pretend play. For instance, outside, children use water in a tray and pretend it is a 'washing station'. The childminder's assistant responds to this by adding cleaning liquid and sponges for children to wash cups and plates. Children use natural materials to make tea that is green. The childminder sensitively observes this play and skilfully extends it by allowing children to try different types of tea with their lunch, such as 'green tea'. Children are developing an excellent knowledge of healthy lifestyles from the childminder. She explains to them what food to eat in moderation to keep healthy. Children feel secure in the childminder's care and have warm relationships with her and

p.3

Outcomes for children are good

Children understand what they can do well and what skills they still need to develop even further. They have the skills they need for the next stage in their learning, including school. Children make outstanding progress in their physical and personal, social and emotional development. They can talk in detail about those who are important to them, such as their parents, and link experiences from home to their play.

p.3

Setting details

Unique reference number EY371729 Local authority Shropshire Inspection number 10069740 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 9 Total number of places 18 Number of children on roll 12 Date of previous inspection 7 July 2014

p.4

Registers

The childminder registered in 2008. She lives in Ludlow, Shropshire. The childminder works with two assistants. She operates from Monday to Friday, from 8am until 6pm, all year round, except for family holidays. The childminder receives funding to provide free early education for two-, three- and four-year-old children. She holds a relevant degree and one of her assistants has an appropriate level 2 qualification.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5