Childminder in Telford and Wrekin

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

Children are loved and nurtured in the home of the attentive childminder. They settle quickly and develop close bonds with the childminder and her assistant. Children are warmly greeted as they arrive and receive consistent praise and comfort. Children are confident and have a strong sense of security. The childminder and her assistant provide consistent rules and boundaries that help the children to behave well. Children demonstrate impeccable manners. They say excuse me before speaking. The childminder and assistant have high expectations of children to become independent learners. Children practise putting on their own shoes to go outside. Young children know that they need to take their shoes off to go back inside and do this independently.

p.2

The provision is good

Children play safely in the childminder's dedicated indoor and outdoor environments. The childminder has created a secure space for children to play outside, that is protected from the sun's harmful rays. The childminder and her assistant offer regular opportunities for the children to visit museums, farms and local wildlife reserves. They value these opportunities to enhance children's learning through first-hand experiences. Regular visits embed new learning and children returning to the Victorian museum describe the use of objects from memory of their last visit.

p.2

need to do better?

n The childminder and assistant take time to get to know children very well and discover their individual next steps. They recognise the importance of sensory activities to develop children's curiosity and knowledge of the world. For example, children reach into coloured jelly with their hands to find rubber ducks. However, the childminder does not always use her very good knowledge of the children to stretch their learning even further and enhance their individual progress. n Communication and language development are a priority for the childminder and her assistant. They promote this through repetition of key words and phrases. They repeat the sound 'quack' while babies hold a toy duck and sing songs to reinforce this. They comment on children's play and offer skilled questions. For example, the childminder asks children what keys are used for. Children respond with enthusiasm. n The childminder is dedicated to supporting children with special educational

p.2

need to do better?

needs and/or disabilities to make good progress. She identifies when children are not making expected progress and takes appropriate measures to request additional support. This includes working with parents and other professionals to help children get the right support. n Parents speak extremely highly of the childminder and the professional and

p.2

need to do better?

19 April 2024 homely environment that she offers. The childminder and assistant work closely with parents. They offer detailed daily feedback to share children's achievements and provide information about their daily routine. Parents feel that the childminder prioritises children's welfare and that they are part of an extended family. n Children receive personalised care routines. The childminding assistant talks and sings with children as she changes their nappies. The childminder works collaboratively with parents to support the transition to using a toilet. All children learn about good hygiene. They wash their hands with little support after playing outside and before and after mealtimes. The childminder and her assistant promote safe sleep practices. They observe children while they rest or sleep and check them regularly to ensure that their faces are not covered. n The childminder and her assistant promote healthy living consistently through

p.2

need to do better?

play. Children visit the role-play shop and collect food in their trolleys. The childminding assistant talks to children about what they have purchased. She identifies that they have chosen a healthy apple. Children bring healthy lunches that they eat independently. Young children feed themselves using a spoon. The childminder provides all children with a water bottle and promotes good hydration throughout the day. n The childminder and her assistant work together collaboratively to reflect on practice and evaluate how they can improve. The childminding assistant is aware of her development needs. She understands how she can develop children's understanding through careful questioning. The childminder and her assistant are dedicated to supporting the safety and welfare of children. They regularly update their safeguarding knowledge through additional training about issues that are prevalent in their local area.

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 apply good child development knowledge more effectively in order to better support children's individual progress.

p.3

Setting details

Unique reference number 202616 Local authority Telford & Wrekin Inspection number 10335539 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 12 Number of children on roll 28 Date of previous inspection 20 June 2018

p.4

Information about this early years setting

The childminder registered in 1998. She lives in Telford. The childminder operates all year around, from 7.30am to 5.30pm from Monday to Thursday and from 8.30am to 4.30pm on a Friday, except for bank holidays and family holidays. The childminder works with one assistant.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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.

p.5

Inspection activities

n The inspector observed the interactions between the childminder and children. 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

19 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