Childminder 208447

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children make good progress and gain a secure foundation for their future learning and school. They acquire good communication and language skills. Young children listen attentively and follow instructions, showing a good level of understanding. They learn new words and experiment with joining these together to make short sentences. Children communicate their needs and wishes clearly and confidently. They gain good social skills and play alongside each other happily. The childminder is a positive role model and children learn to share, take turns and manage their feelings. They eagerly invite the childminder to join in with their play and are also confident to explore in their own way. Children are happy, secure and have formed close bonds with the childminder who is friendly and nurturing. The childminder provides children with good opportunities to be independent and they enjoy completing everyday tasks for themselves. This includes removing their outdoors

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The provision is good

clothes and aprons. Children gain a sense of responsibility and enjoy helping to tidy away resources. The childminder provides children with good opportunities to use their imaginations. Children particularly enjoy role play and make links with their experiences. They pretend to fill containers in the role-play kitchen and serve food and drinks. They know that babies drink milk from bottles and recreate this with dolls.

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need to do better?

n The childminder reflects on her practice and identifies areas to further develop. She supports her assistant and together they evaluate the provision for children. However, the childminder's professional development has not been focused enough on developing her teaching skills or those of her assistant. She has not maintained the quality of teaching and learning at the highest level. n The childminder has strong partnerships with parents and they work well together to support children's continued learning at home. This helps her to have a comprehensive knowledge of children's interests and achievements. She understands the importance of liaising with other settings children also attend. n The childminder has a detailed understanding of each child and, overall, plans well for their learning. She assesses children's development and progress accurately. However, she does not use this information precisely enough to

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need to do better?

identify ways to challenge children's learning as fully as possible. This said, the childminder recognises the different ways that each child prefers to play and learn. She responds well to their emerging play interests and recognises when to adapt her teaching. n The childminder supports children's early literacy skills well. Children enjoy experimenting with mark making and the childminder provides a wide range of opportunities for them to do this, such as painting with fabrics attached to pegs and printing. Children handle books confidently and enjoy listening to stories.

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need to do better?

29 October 2019 They eagerly respond to songs and rhymes. n Children gain secure mathematical skills as they play and explore. The childminder helps them to gain an understanding of size and volume, such as 'full' and 'empty'. She makes good use of everyday opportunities to help children to develop their counting knowledge. n The childminder provides a good range of activities that support children's physical development well. Children concentrate as they pull apart cotton wool balls and open containers. They particularly enjoy filling these with a collection of small pom-poms. This supports their small-muscle movements well. In addition, children benefit from opportunities to be physically active and build their core strength. They regularly visit the park with the childminder where they practise climbing and enjoy running. n Children develop their understanding of the world. They learn about communities beyond their immediate experience. For example, they enjoy

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need to do better?

reading books showing their favourite television characters exploring the different ways that people celebrate. The childminder provides them with good opportunities to explore the local community, such as interacting with shopkeepers and making new friends at the various groups they attend. Children eagerly explore the local environment with the childminder and learn about the changes in the seasons. For example, they explore the different sounds made by various natural materials they find and talk about the clothes that their dolls need to wear when the weather turns cold.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly updates her and her assistant's knowledge on matters relating to safeguarding children. She has a secure understanding about possible signs that indicate a child is at risk of harm. She knows the procedures to follow if she needs to seek further help and report any concerns about a child's welfare. The childminder understands the importance of informing other agencies of concerns about the conduct of colleagues. She prioritises children's safety and keeps her first-aid skills updated as required. She makes careful risk assessments of her home and places she visits with children so they can play safely.

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should:

n extend professional development to focus more extensively on further developing the good teaching skills n refine how children's assessment information is used to identify more precisely how to provide them with additional challenges.

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Setting details

Unique reference number 208447 Local authority Telford & Wrekin Inspection number 10115915 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 1 to 3 Total number of places 6 Number of children on roll 6 Date of previous inspection 9 December 2014

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Information about this early years setting

The childminder registered in 2001 and lives in Telford, Shropshire. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3 and works with an assistant.

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Inspection activities

n The inspector completed a learning walk with the childminder across all areas of the setting to understand how the early years provision and the curriculum are organised. n The inspector carried out joint observations with the childminder. n The inspector held discussions with the childminder and interacted with children at appropriate times during the inspection. n The inspector looked at a sample of documents. This included evidence about suitability and training. n The inspector took account of parents' views.

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Inspection activities

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

29 October 2019 29 October 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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