Childminder in Shropshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children demonstrate high levels of interest from the moment they arrive. They know they need to begin the session by cleaning their hands before they become quickly engrossed in their play. Children receive a wealth of choice to maximise their engagement and promote early independence. For example, children love role play. Therefore, group times include opportunities for children to partake in songs with storylines. As a result, children are extremely eager to join in. Young children physically bounce in anticipation to 'pay for their currant bun at the baker's shop'. Children's behaviour is exceptional. They confidently take turns and follow instructions.

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The provision is good

Children have close friendships with their peers. Older children show care and warmth for their younger peers as they spontaneously read them a storybook. They enhance all aspects of their peers' development. For example, they encourage younger children to copy key words they hear in the story. Older children are positive role models as they mimic the childminder's teaching methods.

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The provision is good

Children thrive because they receive an admirable amount of encouragement to think critically about their desired outcomes. They have time to solve problems. For example, young children develop secure fine motor skills as they carefully examine two interlinking blocks and determine how they fix together. When younger children both wish to explore the same toy, the childminder takes intelligent action to support their needs. She introduces another toy with similar characteristics into the game. This helps younger children to regulate their emotions.

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need to do better?

n The childminder operates from another childminder's home. They work extremely well in partnership to ensure that all children receive high-quality care. During the COVID-19 pandemic, they adapted the curriculum to focus on children's well-being. For example, learning took place in the co-childminder's garden. Parents say that procedures during the COVID-19 pandemic helped to keep their family safe. n Partnership with parents is strong. Parents value the additional one-to-one time children receive to prepare them for school. The childminder ensures that parents receive regular updates about their children's progress. However, not all parents receive the same level of support to enhance their children's learning at home, including how to further encourage children's love for reading. This hinders children's rapid progress. n Weekly visits into the community play an active part in children's routines. The

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need to do better?

childminder uses observation and assessment to plan valuable outings and prioritise children's next steps. Outings significantly enhance children's

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need to do better?

23 August 2022 knowledge of subjects being taught. They partake in first-class experiences, such as large-scale weaving and feeding baby lambs at the farm. n The key-person system is highly effective. Children develop excellent attachments with the childminder because she interacts and plays with them in a positive way. For example, during personal care routines, she talks respectfully to children about where their toes are, and children babble back. Children are extremely happy and secure. They settle exceptionally well. n The development of children's communication skills weaves throughout the curriculum. Children are constantly introduced to new words, such as 'piglet', when exploring the farm. They repeat words heard and explore single sounds before being encouraged to practise larger sentences. On occasion, vocabulary children hear is not said in the correct way. For example, the childminder says

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need to do better?

'piggy' while signing 'pig'. This slightly hinders children's language development, more so for those children with speech delays. n Children's positive behaviours are of the utmost priority. The childminder has high expectations of children. She encourages them to say 'please' and 'thank you'. As a result, children with limited speech are extremely confident to sign 'please'. Children are tremendously polite and confident in social situations. For example, younger children enthusiastically show the inspector a star with their name on. They are extremely proud of their star. n The childminder values children's participation in activities and their views are extremely important. For example, children help to create the food menu. They share their preferences for the food they like. This encourages children to be actively in control of their own health. Children develop a sense of belonging. They say that they like going to the childminder's setting because it is fun and

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need to do better?

helps them to make friends. n Despite issues presented by the COVID-19 pandemic, the childminder has continued to enhance her professional development. She prioritises training to support the groups of children who attend. For example, the childminder attends childminder groups where she has positively enhanced her knowledge of sign language. This helps her to communicate with all children effectively, using alternative methods.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is confident to discuss child protection and safeguarding issues, including female genital mutilation and county lines. She is skilled to identify the possible signs and symptoms that may indicate a child is at risk of abuse and neglect. This includes changes in children's language and how they play and interact with others. The childminder knows the correct procedures to follow should she have concerns about a child's welfare, including the importance of effective collaboration with staff at schools where children attend. Detailed risk assessments are in place for the premises and for outings. This ensures that risks are minimised and children's safety is promoted.

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should:

n provide all parents with the same opportunities to extend children's learning at home, including to further encourage children's love for reading n reflect on vocabulary introduced to children to ensure that new words are spoken correctly to further enhance children's developing language.

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Setting details

Unique reference number EY561831 Local authority Shropshire Inspection number 10190829 Type of provision Childminder

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Registers

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

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inspection

Total number of places 3 Number of children on roll 20 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and works in Shrewsbury, Shropshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works full time with another childminder at their address.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 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 the inspector had a learning walk. n The inspector carried out a joint observation with the childminder. n The inspector observed the interactions between the childminder and children throughout the day and evaluated the impact on children's learning. n The inspector held discussions with the childminder, co-childminder and children at appropriate times during the inspection. The views of parents were considered by the inspector, through verbal discussions, telephone conversations and testimonials. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household.

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Inspection activities

23 August 2022 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

23 August 2022 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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