Childminder EY293628

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 monitors the progress children make. She uses this information to implement specific learning opportunities so that all children develop the skills they need in readiness for nursery or school. The childminder promotes children's learning through effective teaching. For example, she encourages children to choose the colours of their plates at snack time and to cut their own fruit. The childminder demonstrates how to cut the banana. She supports those children who are struggling to use the knife by placing her hand over the top of theirs and guiding them. During such activities, the childminder supports children's communication skills well. For example, she labels objects and uses talk to describe what they are doing. Children enjoy building towers with wooden blocks and laugh when these fall over. The childminder encourages them to count the blocks as they build their tower. Children are deeply absorbed as they use spoons to fill their

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The provision is good

beakers up with sand and to dig for toy dinosaurs. The childminder enhances this activity further by encouraging them to sort the dinosaurs according to their colour. Children are extremely confident and happy. For instance, they repeatedly jump and dance for the childminder and enjoy the praise she gives them. Children are beginning to learn to share and use their manners.

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need to do better?

n The childminder regularly attends the local early years partnership hub where she meets with the local authority adviser and other professionals. She regularly reflects on her practice and includes the views of parents and children in her self-evaluation processes. This helps her to accurately identify how she can improve or maintain her high standards. n The childminder constructs a stimulating curriculum that successfully promotes children's progress across all areas of their learning. The curriculum places particular emphasis on inspiring creativity, developing physical skills and encouraging problem-solving. n The childminder works effectively in partnership with parents. She enhances parents' understanding of how their child's learning can be best supported at home. For instance, during daily chats, they share the daily diary, photographs and information about how children are improving. n The childminder takes the children to the library and reads a range of books with

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need to do better?

them. This helps to develop children's love of books. n The childminder also takes the children to the toddler group. This helps children to develop their social skills outside of the childminder's home. This also provides children with plenty of opportunities to enjoy messy play. n Children enjoy outings to the local outdoor playground and soft-play venues, and day trips to country parks. These opportunities help children to learn to take manageable risks and experience challenge in their play. This, along with

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need to do better?

16 January 2020 nutritious meals and snacks, helps to ensure that children's health and well- being are fully promoted. n The childminder has effective arrangements in place for helping children to settle into her care when they first start. She meets with parents and finds out about children's interests and what they know and can do. This helps her to plan precisely for children's learning from the outset. n The childminder builds effective relationships with the children. For example, she is calm and caring. The childminder knows the children well and responds to their individual needs in a warm and nurturing way. Children enjoy cuddling up to the childminder as they play. Parents' comments show that their children are settled in the childminder's care and that they really enjoy being with her. n The childminder uses a range of successful strategies to manage children's behaviour effectively. This includes positively reinforcing children's good

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need to do better?

behaviour, in order to promote their self-esteem. n The childminder does not always share enough information with other settings that children attend, to promote further consistency and continuity in their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular training that helps to ensure she is fully aware of the signs of abuse or neglect. She knows the procedures she must follow if she has any concerns about a child. The childminder checks all indoor and outdoor areas to identify and reduce any possible risks to children. This, and effectively risk assessing all outings off the premises, helps to keep children safe and well. The childminder has completed 'General Data Protection Regulation' training. This helps her to make sure that any personal information about children and families is held securely.

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should:

n strengthen partnership working with all other settings children attend, to provide a more consistent approach to meeting their needs.

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Setting details

Unique reference number EY293628 Local authority Telford & Wrekin Inspection number 10073443 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 10 Total number of places 6 Number of children on roll 8 Date of previous inspection 21 June 2016

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Information about this early years setting

The childminder registered in 2004 and lives in Telford. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for three- and four-year-old children.

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Inspection activities

n The inspector and the childminder completed a 'learning walk' to understand how the curriculum is organised. n A joint evaluation of an activity was carried out by the inspector and the childminder. n The inspector held discussions with the childminder and evaluated how well she assesses children's progress and plans for the next steps in their learning. n The inspector held a meeting with the childminder. She looked at relevant documentation, such as evidence of the suitability of persons living or working in the household. n The inspector took account of the views of parents through the written feedback provided. n The inspector held conversations with children during the inspection.

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Inspection activities

16 January 2020 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

16 January 2020 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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