Childminder 223915

Overall effectiveness Outstanding

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

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The provision is outstanding

Children thoroughly enjoy their time in this childminding setting. They have great fun through all the activities they undertake. Children laugh and smile as they hunt for sticks in the childminder's garden to dip in honey and seeds for the birds to eat. Children are highly motivated, curious and thoughtful learners. Young children have high levels of perseverance to succeed at difficult tasks without giving up. Older children think carefully to add their own ideas to learning, such as asking for binoculars to look for animals that have fell down a hole in a book. Children are continually engaged in activities as they develop a love for learning. Their behaviour is impeccable. As part of the childminder's curriculum, children develop an excellent ability to manage their own feelings and behaviour. The childminder and staff are excellent role models, modelling to children different vocabulary to describe feelings. This equips children with the language and ability to regulate

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The provision is outstanding

their own play and manage any conflicts that occur. The standard of care provided to children is very high. The childminder and her staff know all children exceptionally well. They work closely with parents to provide continuity in children's care between home and the setting.

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need to do better?

n As part of the exceptionally well-planned curriculum, the childminder sensitively fosters children's personal, social and emotional development. Parents comment how their children have grown in confidence in the childminder's care. The childminder and her staff give children consistent and meaningful praise. This helps children to recognise their own achievements, for example when they ask to take a picture of their construction with a camera. This also helps children to develop their technology skills. Children have outstanding social skills. The childminder plans many opportunities for them to develop relationships with a range of children in preparation for their move to school. n The childminder rigorously monitors the practice of her staff to help maintain outstanding standards of education. Staff describe the impact of the coaching and mentoring the childminder provides. They report how she has supported

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need to do better?

them to develop their ability to extend children's learning. For example, staff build on children's interest in a book and plan activities that support children to gain further knowledge and skills. Children draw their own illustrations for the text of a story. They then carefully consider what colours they need for the characters of their illustrations. This helps them to create with a purpose and gain essential knowledge of colours. n The childminder rapidly identifies any gaps in children's learning through her robust assessment, including when children start. She acts with integrity to ensure children receive the necessary help from other professionals to aid their education. The childminder uses advice from other professionals to help children

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need to do better?

30 January 2020 swiftly gain necessary skills. Children develop outstanding knowledge and skills for the next stage in their learning, including school. Toddlers can draw lines and circles, and four-year-olds can write their own name. n The childminder has a strong focus on developing children's communication, language and literacy skills as part of the planned curriculum. Singing and storytelling appear heavily in the daily routine. Children develop excellent listening skills because they are intrigued by the books that the childminder and her staff read, using props to support children's imaginations. Each morning children listen to and sing rhymes. This helps them to hear how to annunciate letter sounds correctly. For those younger children who have not yet developed verbal communication skills, the childminder uses Makaton. She has learned these skills from another childminder and makes good use of them in her

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need to do better?

teaching. n The childminder plans many opportunities to help broaden children's experiences from when they start attending. The curriculum helps children to gain knowledge of different events throughout the year. For example, very recently children have learned about the celebration of Chinese New Year. They understand how people who live in their community and across the world celebrate this. Children learn about the different customs of this celebration. They hung traditional Chinese lanterns and watched videos on the internet of how people in China celebrate.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her staff give safeguarding their utmost priority. They are proactive in supporting families. The childminder keep herself and her staff up to date with changes to relevant safeguarding legislation and local procedures, including changes to the local safeguarding partnership. They have all attended recent child protection training. The childminder and her staff are all alert to how to identify concerns about children's welfare and the procedures for reporting concerns to relevant agencies. They have a detailed knowledge of wider safeguarding issues, including children abused through exploitation and those drawn into the extreme views of others.

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Setting details

Unique reference number 223915 Local authority Shropshire Inspection number 10115940 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 18 Number of children on roll 31 Date of previous inspection 28 April 2016

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Information about this early years setting

The childminder registered in 2000 and lives in Shrewsbury, Shropshire. She operates Monday to Friday, from 7.30am until 6pm, all year round, except for personal holidays. The childminder works with up to two assistants each day. She holds an appropriate level 3 qualification. The childminder receives funding to provide free early education for two- and three-year-old children.

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Inspection activities

n The childminder gave the inspector a tour of her home and explained her curriculum. n The inspector observed a range of activities inside and outside and assessed the impact on children's learning. He evaluated some of the activities with the childminder. n The inspector held discussions with the childminder and her staff. 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.

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Inspection activities

30 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

30 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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