Childminder in Shropshire

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 provides good-quality care and education for children. She understands the knowledge and skills children need to gain in preparation for starting school. Children develop skills in sequence. From a young age, children make marks with large chalks on the childminder's patio. Older children refine these physical skills to use small chalks on a board to draw recognisable pictures that they give meaning to. This helps children to develop their early writing skills. However, the childminder is less skilled in promoting children's early reading skills. Children are happy and feel safe in the childminder's care, especially those who have recently started. They are confident to explore the environment as they move between indoors and outdoors. Young children regularly check in with the childminder to seek comfort and reassurance before going off to explore again. Children with special educational needs and/or disabilities are skilfully supported by

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The provision is good

the childminder to become successful learners. Younger children are developing good engagement in learning as they show high levels of initial interest. Older children have high levels of concentration. Children of different ages play well together, learning how to share toys and take turns. Parents comment that 'children enjoy all the activities' the childminder provides.

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need to do better?

n The childminder is skilled in her interactions with children. She models vocabulary effectively to children to help them develop accuracy in the pronunciation of words. n The childminder carefully considers the experiences children need and she plans activities that support children's individual development and interests. For example, older children build on their understanding of the world and different modes of transport through outings the childminder takes them on. For instance, they use a bus to visit the library and then a train to visit another local town. n The childminder quickly identifies children who are not developing the expected knowledge and skills for their age. She shares her concerns with parents and agrees what additional support children need, such as help from other agencies, including speech and language therapists. n The childminder does not make the best use of the play experiences provided

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need to do better?

for children to help them develop skills in reading, such as recognising print and its meaning. Although the childminder shares some information about children's favourite books with their parents she does not fully encourage parents to build on children's love of reading at home. n The childminder organises her home and garden to help children develop good knowledge and skills. The childminder has recently developed her garden based on children's preference to learn outside. Children have rich opportunities to grow different plants in the garden. They experiment with different fruit and

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need to do better?

18 September 2019 vegetables and consider why some things grow well, such as beans, and some things do not grow well, such as melons. n The childminder provides equipment to encourage children to be physically active. Young children persevere with intent to clamber onto a see-saw. They use their arm and leg muscles to pull and push themselves onto the seat. n The childminder promotes children's healthy lifestyles well. She encourages children to follow good hygiene practices, such as catching their sneezes in their hands and then cleaning them. The childminder follows children's routines from home to help ensure babies rest when needed. She also considers how to manage how much electronic screen time children have both at home and in her setting. n The childminder is reflective and she includes others in her evaluation, including parents. She can demonstrate the positive impact of some of her professional

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need to do better?

development, such as her ability to provide a range creative activities that engage children. However, her vision for future development focuses too much on developing the environment and not enough on developing her teaching and the curriculum. n The childminder has successfully reviewed her own workload. This has helped her to refine her assessment systems to provide parents with only relevant information about their children's achievements and development. Parents report they are 'well informed' about their children's progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of potential safeguarding risks. She is alert to children being drawn into radicalisation and extremism and plans her curriculum to help children develop positive attitudes towards others. The childminder knows how to identify children at risk and help keep them safe. She has effective procedures in place to report concerns about a child's welfare to the local safeguarding partnership. The childminder works with parents to assist them in accessing additional support at their request through local services.

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should:

n develop the curriculum to further increase children's reading skills and work more closely with parents to continue this at home n make better use of evaluation and focus more precisely on enhancing the already good-quality teaching and curriculum through well-planned professional development.

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Setting details

Unique reference number EY364285 Local authority Shropshire Inspection number 10069738 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 to 9 Total number of places 6 Number of children on roll 10 Date of previous inspection 19 November 2014

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Information about this early years setting

The childminder registered in 2007. She lives in Shrewsbury. The childminder operates all year round from Monday to Thursday from 7.15am to 5.30pm, except for family holidays. The childminder holds a relevant early years qualification at level 3. She receives funding to provide free early education for three-year-old children.

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Inspection activities

n The inspector conducted a learning walk, discussed the childminder's curriculum intent, observed the childminder's teaching and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. He looked at a sample of relevant documentation and evidence of the suitability of persons living 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.

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Inspection activities

18 September 2019 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

18 September 2019 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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