Childminder in Telford and Wrekin

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 build close bonds with the childminder. They are relaxed in her care and enjoy frequent cuddles, and reassurance when they need it. Children make good progress from their starting points, including those with special educational needs and/or disabilities (SEND). They engage well in a wide range of interesting activities and experiences that help them to develop the skills they need for their future learning. Children confidently make choices about what they want to play with. They develop good critical-thinking skills and solve problems. For example, they find new ways to help thread objects and pull the string through with their teeth. Young children develop good social skills and find their own friendly ways to communicate with others. The childminder helps them learn to manage their feelings and behaviour well. Children understand what is expected from her and respond well to the gentle reminders that positively reinforce good behaviour.

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The provision is good

Children benefit from daily opportunities to be physically active. This includes riding balance bikes, climbing and chasing friends through large tunnels. They learn about making healthy choices, such as washing their hands, and initiate this for themselves. Children develop good levels of independence in relation to their age and stage of development, such as feeding themselves and learning to dress and undress.

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need to do better?

n The childminder reflects well on the service that she provides to identify strengths and areas to further develop. She seeks opportunities to keep her knowledge and skills updated. For example, she attends training and completes research to identify how she can support children's individual needs. Her recent training focus has helped her to extend her knowledge of how to support children with SEND. n The childminder works closely in partnership with parents to exchange information about children's development and needs to help provide continuity in their care and learning. She engages successfully with other professionals involved in children's care to help build a comprehensive picture of their needs. n The childminder has a good understanding of how young children learn. She monitors the progress that children make effectively. However, the childminder does not use assessment information or her observations of children's

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need to do better?

achievements well enough to precisely identify how she will help children to achieve the next steps in their learning. This means that she has not maintained the highest level of teaching and learning experiences for children. n Children are well motivated to play and make new discoveries. They watch carefully as the childminder shows them how to use a hand pump to blow up a balloon and then copy her actions. They squeal with delight as they explore sensory experiences, such as the sounds that textured materials and instruments

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need to do better?

12 February 2020 make when they shake them and bang objects together. Children hold coloured objects to their eyes and explore the effects that these have on how they see. n The childminder supports children's communication and language development skilfully. She uses a range of effective strategies to help children to develop their vocabulary and become confident communicators. For example, she models language to help children learn words to describe an action. Young children respond well to what puppets have to say and explore the sounds that animals make. They enjoy songs and rhymes and know actions to accompany these. They listen carefully and follow instructions. n Children eagerly experiment with mark making, and the childminder helps them to give meaning to the marks they make. They show preferences for books and listen attentively to those they enjoy. The childminder helps them to develop their early mathematical understanding, for example by talking about the shapes

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need to do better?

they cut out of dough. n The childminder supports children's emotional development skilfully. She helps children to develop a positive sense of themselves. They respond well to the praise and encouragement they receive. Young children enjoy opportunities to learn about themselves. For example, they have fun as they try on various hats and observe their reflection in a mirror. n Children develop an awareness of people in the local community and the wider world. They enjoy dressing up in clothes from a range of cultures and explore different types of homes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes regular training to keep her knowledge of safeguarding matters and reporting procedures updated. She has a secure understanding of the signs that a child might be at risk of abuse, neglect or exposure to extreme views. The childminder knows how to report concerns about other childcare providers. She works with parents to identify and minimise risks to children through their online activities. The childminder has appropriate procedures in place for managing accidents and is trained in administering first aid to children. She completes effective risk assessment to ensure that children can play safely at her home and on outings.

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should:

n refine how children's assessment information is used to precisely identify how to help them to achieve the next steps in their learning and make the best possible progress.

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Setting details

Unique reference number 208533 Local authority Telford & Wrekin Inspection number 10115916 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 2 to 9 Total number of places 6 Number of children on roll 4 Date of previous inspection 13 March 2014

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Information about this early years setting

The childminder registered in 1993 and lives in Little Dawley, Telford. She operates all year round from 8am to 6.30pm, Tuesday to Friday, except for bank holidays and family holidays.

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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, including evidence of 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

12 February 2020 12 February 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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