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 Inadequate

p.1

The provision is good

The experiences of children have significantly improved since the last inspection. The childminder has taken effective steps to help ensure children are safe, and learn well in her care. Children thoroughly enjoy the range of fun and well-planned activities on offer. These enable children to learn according to their own preferences. Children who prefer to learn outdoors get to spend large parts of the day outside. On a walk, young children show great happiness examining hedgerows. They look for insects and name those the childminder has taught them about, such as bees and butterflies.

p.2

The provision is good

Children enjoy craft activities. They experiment mixing paints to make new colours while painting. Children are learning to write letters of their names. They use a pen to do this on their paintings. The childminder encourages a love of literacy. Children enjoy sitting closely to the childminder on the sofa, while listening to her read. She encourages them to use their communication skills by naming animals and introduces new vocabulary to them, such as 'combine harvester, scarecrow' and 'harvest'. Children form strong bonds with the childminder and they feel safe and secure. They snuggle into her for a cuddle while story time takes place.

p.2

The provision is good

All children develop a good level of knowledge and skills ready for the next stage in their learning, including nursery. Children manage their behaviour well for their age. Young children who want the same toy, know they can get another toy the same, to resolve their conflict. Parents do not come into the childminder's home because of her COVID-19 (coronavirus) pandemic risk assessment. Despite this, she keeps them well informed about their children's achievements.

p.2

need to do better?

n The childminder has clear plans for what knowledge and skills she wants children to learn based on accurate assessments and information from parents. She has researched what knowledge and skills children need for school. Part of the childminder's curriculum plan is for younger children to develop a range of small-muscle movements in their hands. Therefore, in time, this will help children build up their muscle strength to hold pens to make marks. The childminder has developed the resources for children to practise these skills, such as threading beads. She has also reorganised the daily routines to provide more activities that are creative. This gives children opportunities to grasp objects and move their hands in different ways. By the time children start nursery or school they have developed the strength in their hands to hold a pen and form letters. A skill they had become less able to do during the childminder's

p.2

need to do better?

COVID-19 period of closure. n There is a clear learning link between the different activities available. This

p.2

need to do better?

22 July 2021 enables children to revisit learning and apply their knowledge and skills in different contexts. The childminder regularly takes children to a neighbouring farm, with the purpose to observe how baby alpacas have grown over time, and how they are cared for. Back at the childminder's house, children care for and observe sunflower plants that they have grown. This enables them to make comparisons between the care and rate of growth of the plants and the alpacas. n The childminder sought advice from the local authority to help her develop more robust systems to observe, assess and monitor children's learning. The childminder quickly identifies where children need additional support to help them develop skills, such as speaking. She discusses with parents strategies to help close gaps and implements them in her setting. For instance, the childminder encourages children to speak without a dummy in their mouth. The

p.2

need to do better?

childminder also spends time individually with children to practise saying and listening to the sounds of letters. Overall, the childminder successfully interacts with children to support their learning. However, there are times where the childminder does not use her interactions and questioning skilfully enough. This means children do not always have enough opportunities to deepen their understanding of concepts further. The childminder identified this in her own self-evaluation and has researched teaching strategies to overcome this. However, this is not yet fully embedded into practice. n Parents speak very highly of the childminder, including how she kept in touch with them and their children, during a period of closure because of COVID-19. The childminder knows the importance of encouraging children to read. However, she has not fully considered her role in helping parents to support their children to develop their early reading skills at home.

p.3

need to do better?

n Children are well cared for by the childminder. She attentively meets the needs of young children. The childminder helps children to develop a good understanding of how to lead a healthy lifestyle, including the importance of exercise.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has undertaken professional development to help improve and maintain her knowledge of how to prevent children from suffering potential abuse. She knows the local procedures to follow to manage a concern about a child's welfare. The childminder undertakes regular checks of her home and garden to help identify and remove hazards. She teaches children how to manage risks on outings. Children listen carefully to the childminder about dangers and they consider how to keep themselves safe. For example, they walk around wire fencing on the floor, while visiting a farm, so not to cut themselves.

p.3

should:

22 July 2021 n enhance teaching skills, specifically interactions and the use of questioning techniques, to help expand children's knowledge and deepen their understanding n help parents to further support children's interest in reading and the acquisition of early reading skills at home through a range of strategies.

p.3

Setting details

Unique reference number 506599 Local authority Shropshire Inspection number 10120494 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 9 August 2019

p.5

Information about this early years setting

The childminder registered in 1997. She operates from 8am until 5.30pm, Monday to Friday, all year round, except for personal holidays. The childminder holds a relevant qualification at level 3.

p.5

Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and inspector discussed the childminder's plans for her curriculum, the organisation of resources and layout of environment. n The inspector accompanied the childminder and children on an outing to a farm and evaluated the teaching with the childminder. n Parents spoke to the inspector about their views of the childminder and the quality of care and education provided. n The inspector looked at a sample of documentation, including evidence of the suitability of those living in the household.

p.5

Inspection activities

22 July 2021 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.

p.5

Inspection activities

22 July 2021 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7