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 Good

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The provision is good

The children enjoy a child focused, homely environment. They have a large range of age-appropriate toys and activities to chose from that they can access independently. Children play happily with their friends, and engage well in their chosen activities. For example, they choose from the dressing-up clothes. Children dress as police officers and pumpkins and laugh and giggle with each other. Older children use pretend phones to call and talk to each other. This promotes and develops children's imaginative and social skills as they play.

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The provision is good

The childminder uses the local environment and community to broaden the curriculum. The children visit the local museum, and park with the childminder. They enjoy sing and rhyme time at the library, as well as looking at the books. The childminder takes the children to the local community garden. Here they plant and grow fruit and vegetables. Children further enjoy the sensory experiences of the plants and flowers. This enables children to further their knowledge about the local community and further their learning in differing environments. The childminder builds on children's interests. For example, children show an interest in the birds they see on their daily walks. The childminder uses this to support the children to make bird feeders.

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need to do better?

n The childminder encourages children to be independent. For example, when dressing and undressing the dolls, the childminder encourages the children to undo the buttons themselves and take off the dolls' clothes. Children find their names on the coat pegs and hang up their coat and bag. This helps to support the children for school readiness, and helps them to develop skills they will need in the future. n The childminder models mathematical language skilfully into everyday activities. The children count how many children sit down for lunch. They discuss the shapes of the jigsaw pieces and the colours of the paints. As the children scoop rice, the childminder uses words, such as 'small' and 'large'. This helps children to develop confidence to use mathematical language in their play. n The childminder and assistant talk to the children constantly throughout the day. Therefore, children hear many words, and the environment is language rich.

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need to do better?

Older children answer questions and involve themselves in conversations with the childminder and with each other. At singing time, some of the children join in with the songs and model some of the actions. However, the childminder and her assistant do not support younger children's communication and language skills to the highest level. For example, they do not encourage all younger children to verbally communicate without their dummies. This reduces the opportunities for them to pronounce words clearly and communicate with

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need to do better?

24 January 2023 others. n The childminder uses children's interests to plan the next stages in their learning. However, as part of her self-reflection she feels she can further her quality of teaching by formalising a more in-depth programme to support children's outcomes. This will further evaluate what children need to do next to reach their full potential. Though this is still in its infancy. As such, opportunities to build on what children already know, and develop their next stage in learning are sometimes missed. n There is a wide range of books for the children to sit and look through independently. The younger children cuddle up on the childminder's lap, and she creates excitement and anticipation while she reads a book. The children excitedly lift the flaps and discover the animals underneath. This helps to develop children's love of books and literacy. n The childminder supports children with special educational needs and/or

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need to do better?

disabilities well. The children make good progress from their starting points. She works with parents to ensure they are getting the correct support. Together they formulate individual plans to support children's learning and ensure they reach their full potential. n Parents speak very highly of the childminder. They like the family feel of the provision and say the childminder supports the whole family, not just the children. Parents feel the childminder offers a good balance between outdoor and indoor play experiences and there are many opportunities for the children to learn through play. Parents receive daily information regarding their child's day, both verbally and through online systems. n The childminder supports her assistant with regular supervisions. Together they discuss how they might improve experiences for the children in their care. They both undertake regular online courses to enhance their professional

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a secure knowledge of different types of abuse and procedures to take if they have any concerns about a child in their care. They both have a current paediatric first-aid qualification, which they update regularly. The childminder risk assesses her home and the children's activities, to ensure they are safe and secure. Toys are clean and well maintained. Children learn about managing their own risks through their everyday activities. For example, they learn about road safety on their trips to the park, and why they wash their hands before eating.

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should:

24 January 2023 n strengthen the planning for children's next steps in learning to make better use of the information about what children know and can do to plan highly challenging experiences that accelerates children's learning further n encourage younger children's communication and language skills further to enable them to say letters, their sounds and words correctly, to help them to meet their full potential.

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Setting details

Unique reference number EY316932 Local authority Shropshire Inspection number 10263366 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 6 Number of children on roll 9 Date of previous inspection 28 April 2017

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Information about this early years setting

The childminder registered in 2005 and lives in Shrewsbury, Shropshire. The childminder operates her provision all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate early years qualification at level 3. The childminder works with an assistant every day.

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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 childminder. n The inspector viewed the provision and discussed the safety and suitability of the premises. n Parents and carers shared their views of the setting with the inspector. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector checked the suitability of those living and working in the household.

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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

24 January 2023 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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