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

Children are happy when they arrive at this welcoming and homely provision. They enjoy playing with their friends. Children quickly settle into their play and investigate the resources available to them. The resources are well cared for and age-appropriate for the children's stage of development. Children use a range of skills during their play. For example, children play with play dough. They develop their fine motor skills while they carefully roll the dough with rolling pins and use dough cutters to press out shapes. Children manipulate the dough in their hands and use their imagination to make 'snakes' and 'houses'.

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The provision is good

The children have daily opportunities to explore their community. The childminder takes them to the local park, and they visit the library for rhyme time and story time. This enables the children to access learning in different environments. The childminder also takes children to the local toddler group to socialise and meet other children. This helps to develop children's confidence in new social situations when they meet new people.

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The provision is good

The childminder knows the children well. She is responsive to the children's care needs. The childminder understands when they are hungry or need to have their nappy changed. This means the children's well-being is supported well.

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need to do better?

n The childminder brings early mathematical concepts into the children's learning. She uses coloured beads to encourage the children to recognise colours. The children count the beads and sort them into corresponding-coloured dishes. The childminder further extends their learning by supporting children to match numbers to quantities in the play dough. This helps children to start to understand the beginning of mathematical concepts. n The childminder is a good role model, and children's behaviour is generally good. She encourages children to use their manners and to take turns. For example, when children go to wash their hands, the childminder ensures it is not always the same children who go first in the queue. However, some less confident children are not always supported well enough to express their preferences. They do not always get a chance to make choices about what they want to play with. n The children have access to a wide range of books. They excitedly bring the

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need to do better?

childminder books to read. The childminder creates excitement while she animates the story. Children listen and copy the actions in the story. This helps to ignite children's interest in books and a love of literacy. n The childminder has a positive attitude to professional development. She has undertaken a range of courses to further support children's learning, such as

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need to do better?

9 February 2023 supporting children's language development. The childminder reflects on her daily practice, to improve outcomes for the children. n The children have a range of activities and toys to access throughout the day. The childminder uses children's interests to develop their next stages in learning. This engages most of the children in their play. However, the childminder is not always successful in maintaining all the children's attention. Some of the children listen well, but others are easily distracted and wonder away or distract others. n Parents are happy with the childminder. The childminder ensures that she gathers initial starting points from parents. She uses these to inform children's next stages in learning. n The childminder encourages communication and language development. She role models good language, and there are many opportunities for children to join in with conversations. For example, the childminder talks about the things

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need to do better?

children are making in the play dough and the equipment they are using. She also encourages children to recall past events and talks to them about things they have done at home with their families. This broadens and strengthens children's vocabulary and understanding. n The childminder promotes opportunities for children to learn independence skills. For example, she supports the children to roll up their sleeves and wash their hands before lunch. They independently find their lunch box and sit at the table to eat. This enables children to build on meaningful independence skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the signs and symptoms of abuse. She has a good knowledge of safeguarding procedures. The childminder understands how to report any concerns if she thought a child was at risk of harm or if there was an allegation against a member of her family. This helps to ensure children are kept safe. The childminder undertakes regular courses, including safeguarding and paediatric first aid. This ensures her knowledge is current. The childminder risk assesses her provision and the activities she provides. Resources and equipment are well maintained. The premises are clean, safe and secure.

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should:

n support children to build their confidence and to help them to express their preferences when making choices about their play n extend children's listening and attention skills to enable them to participate fully in learning.

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Setting details

Unique reference number EY396408 Local authority Shropshire Inspection number 10263992 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 4 Date of previous inspection 18 May 2017

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Information about this early years setting

The childminder registered in 2009 and lives in Oswestry, Shropshire. She has an appropriate level 3 qualification. Sessions are available Monday to Thursday, from 8am until 4.30pm, term time only. The childminder offers funded early education for two-, three- and four-year-old children.

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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 The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n Parents and carers shared their views of the setting with the inspector. n The childminder showed the inspector a sample of key documentation.

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Inspection activities

9 February 2023 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

9 February 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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