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

p.1

The provision is good

The childminder places a strong value on the use of the outdoor learning environment and natural world to support children in their learning. This includes nature walks, woodland learning experiences and her well-resourced garden. The childminder provides children with a wide range of activities that help all the children to make good progress and develop the skills in readiness for their move to nursery. For example, the childminder helps children to recall familiar stories and recreate the scenes in their role play.

p.2

The provision is good

The childminder knows each child's interests and how they prefer to play. She plans the learning environment to reflect children's interests. This ensures that children are well motivated to play and explore. For example, children concentrate for extended periods of time as they use spoons to fill containers with lentils and then bring the toy dinosaurs into the play.

p.2

The provision is good

The childminder is sensitive to the emotional needs of all the children and provides them with nurturing interactions. Children have close attachments to the childminder and enjoy the time they spend in her care. The childminder supervises children and completes thorough checks to keep children safe as they play. Overall, children behave well and understand the childminder's expectations. They respond promptly to the childminder's gentle requests to modify their behaviour.

p.2

need to do better?

n The childminder reviews her practice and identifies areas for further development. She engages in frequent professional development, such as research into child development and attends training. Recent training helped her to extend her understanding to support children's learning outdoors. She keeps the mandatory training up to date for first aid. n The childminder occasionally works with an assistant. She understands the importance of supporting her assistant to understand their roles and responsibility, particularly relating to keeping children safe. n Parent partnerships are strong. The childminder has open communication with parents about their children. They value her support and advice, such as with toilet training. Parents say that the childminder has an incredible rapport with their children. The childminder gathers useful information from parents and other settings where children have attended to identify their starting points.

p.2

need to do better?

n Overall, the childminder has developed a progressive curriculum that focuses on building on what children already know and can do. She makes effective use of her observations and assessments, including the two-year-old progress check, to inform her planning and teaching. n The childminder works closely with parents and outside agencies to ensure that

p.2

need to do better?

16 April 2024 children receive any needed additional support to meet their development milestones. She clearly identifies how she can support children with special education needs and/or disabilities to progress from their starting points. n The childminder supports children's communication and language development well. She identifies children's interests and supports their speaking skills and language development through these fascinations, such as minibeasts. She helps children to tell stories by using their favourite characters and introduces them to further vocabulary. n The childminder plans the learning environments to provide children with opportunities to see numbers and develop some of their early mathematical skills. Children make connections, recognise patterns and match colours. However, the childminder is not fully secure in her knowledge of how to support all age-related early mathematical concepts that will enable children to move on

p.2

need to do better?

to the next stage of learning. n The childminder routinely supports children to understand about sharing and taking turns. She sensitively intervenes to remind them about friendly behaviour. However, the childminder does not consider how she can plan specific learning experiences or enhancements that will fully challenge children to manage their feelings and behaviour. n The childminder supports children's creativity and encourages them to use a range of media to create collages and to mark make. She uses these opportunities to help children to explore their understanding of a range of celebrations and key dates throughout the year, such as Remembrance Day. n The children creates various opportunities throughout the day to help children gain greater levels of independence, including at mealtimes. Children learn how to safely use a knife to chop vegetables to help prepare their snack. The childminder ensures that children have healthy nutritious meals and snacks and

p.3

need to do better?

works in partnership with parents to achieve this.

p.3

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 extend understanding of how to support children's mathematical development to help them to gain a breadth of knowledge that will give them a secure foundation in number n provide targeted teaching and support to challenge children and help them to progress even further with managing their feelings and behaviour.

p.3

Setting details

Unique reference number 223639 Local authority Shropshire Inspection number 10335346 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 13 June 2018

p.4

Information about this early years setting

The childminder registered in 1999. She lives in Shrewsbury, Shropshire. The childminder operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. She holds a relevant early years qualification at level 3 and occasionally works with an assistant. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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 showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children interacted with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

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.

p.5

Inspection activities

16 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.

p.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6