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 childminder creates a warm and interesting environment in which children play happily with their friends. The childminder uses children's starting points, her observations and children's interests to plan activities. She uses her knowledge to identify where children are not meeting their milestones and accesses further support for them. This includes putting support in place for children with special educational needs and/or disabilities. The well-thought-out curriculum captures children's attention and engages them in their learning. For example, children show an interest in the blossom on the trees, and the childminder uses this to discuss how things grow and how seasons change. Children experiment with paint colours and mark make as they recreate their ideas of the blossom.

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The provision is good

Children are keen to invite the childminder into their play, and she interacts enthusiastically with them. The childminder is a good role model. She is calm and consistent in her approach and has high expectations of children's behaviour. She offers praise and encouragement as children learn to play together. The children listen carefully to instructions and follow them well. They demonstrate their understanding of daily routines as they tidy away toys and sit patiently, looking at books, while the childminder attends to the care routines of younger children. Children behave very well. They are kind to each other, learn to take turns and develop strategies for managing their own emotions.

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need to do better?

n The childminder plans a wide range of experiences for children to learn about the community and the wider world. For example, they go for walks, visit the library and feed the goats at a local farm. They go to toddler groups and have play sessions together with other childminders. This enables them to meet new children and develop their social skills. n Children have independent access to resources that enable them to develop skills in all areas of the curriculum. For example, children use their small-muscle skills as they roll and manipulate dough. They fill pots with compost ready for seed planting, developing their hand-eye coordination. They use their imagination in the home corner as they role play making picnics, and they catch the bus to the seaside and eat ice cream. However, on occasion, the childminder does not take the opportunity to extend activities to further support and challenge children's learning.

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need to do better?

n The childminder is aware of the importance of developing children's skills in mathematics. She makes good use of counting songs such as 'Five Little Ducks', discusses colours and counts with the children. However, the childminder does not make the best use of opportunities in children's play to explore key mathematical concepts and to introduce more mathematical language. As a

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need to do better?

9 April 2024 result, children do not experience and develop as much confidence in early mathematics to support them in their next steps for learning. n Children make good progress with their communication and language development. The childminder talks to them during play, ensuring that children hear a range of words. She introduces new words such as 'delicious' and 'squishy'. The children copy the words and extend their vocabulary. Parents comment how they feel their children's language has developed enormously since being in the childminder's care. n The childminder provides a range of books throughout the setting. She ensures that storage is low level and encourages children to independently choose books and resources. The childminder reads stories to children, creating anticipation and excitement in the story. The children squeal and giggle as they wait for the next page. This helps children develop a love of books and literacy.

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need to do better?

n The childminder undertakes professional development and keeps up to date with training. She has support from other childminders, and together they discuss good practice and ideas. The childminder has recently undertaken training in speech and language development and uses her learning to inform her planning and curriculum to improve outcomes for children in her care. n The environment is safe and well resourced. Toys and activities are well maintained and clean. The large garden provides an opportunity for children to have fresh air and exercise daily. Children learn the importance of good hygiene, and they know to wash their hands before lunch. The childminder provides healthy snacks and meals to support children's good health. The childminder sits together with the children during meals, and they chat about their day.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n enhance teaching practice and consider further ways to extend children's learning as far as possible n further develop the curriculum for mathematics to build on children's knowledge of mathematical concepts and vocabulary.

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Setting details

Unique reference number EY500954 Local authority Shropshire Inspection number 10335566 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 5 Date of previous inspection 20 June 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Shrewsbury. She works Monday to Thursday, from 8am until 5.30pm, all year round, except for bank holidays and family holidays. The childminder has a relevant early years qualification at level 6. The childminder provides 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 childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector viewed the provision and discussed the safety and suitability of the premises.

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Inspection activities

9 April 2024 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 April 2024 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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