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

The childminder provides a welcoming, homely environment where children feel happy, safe and secure. She places a strong focus on building their social and emotional skills as the foundation for their learning. Young children move around confidently and make choices about what to do. For example, children enjoy playing with dolls, so the childminder provides cots, baby carriers, blankets and doll's clothes and actively encourages children's imaginative play, sharing and turn- taking.

p.2

The provision is good

The skilled childminder is ambitious for children's learning and what they can achieve. Together with her assistant, they offer a flexible and inclusive service, which helps to ensure that all children make good progress in their learning.

p.2

The provision is good

The childminder supports children with how to regulate their emotions. She does this by showing children empathy and creating a nurturing environment, acting as a positive role model. The childminder is always close by to support children in their play. She helps children learn how to take responsibility for their own behaviour. This helps to encourage children to be considerate of their friends and show kindness towards each other. Children behave well.

p.2

need to do better?

n The childminder is passionate about the care she provides. Together with her assistant, they continuously review their work and implement improvements. The childminder knows the children well and ensures that the toys and resources reflect their current interests and needs. n The childminder provides a broad curriculum so that all children, including those with special educational needs and/or disabilities (SEND), can participate at their own level. For example, she demonstrates to younger children how to feel the texture of play dough, while older children skilfully roll it into balls and flatten it or use tools with dexterity. However, the implementation is not always consistent to ensure that children have enough space around activities. This does not allow children to fully explore, enjoy and extend their learning to the maximum. n The childminder's curriculum is planned around her observations of children and

p.2

need to do better?

what they need to learn next. She provides activities that link to children's interests to encourage them to take part. Older children can concentrate for periods of time and can copy directions that the assistant gives them. For example, they cooperate and build large towers together, with the assistant extending the activity by suggesting which colour and shape blocks they need next. n Children have good opportunities to develop their physical skills. For example, the childminder and her assistant take them to local parks to run in the open

p.2

need to do better?

29 April 2024 spaces. The assistant sets up an obstacle course for them to practise their movements. Children thoroughly enjoy demonstrating their control, such as showing they can balance and jump over, on and off different-sized obstacles. However, children sometimes struggle to focus their attention deeply on the purposeful activities on offer due to distractions in the childminder's learning environment, such as new activities being offered when the children are engaged in an activity that has just started. n The childminder places a strong emphasis on helping all children to develop their independence. For instance, children learn to wash and dry their own hands and, without prompt, they know to put their paper towel in the bin. The childminder encourages children to help tidy up, and at snack, they safely learn to use a knife when cutting up food on the chopping board. The childminder is passionate

p.2

need to do better?

about helping children to build healthy habits for later life. n The childminder constantly talks to the children, modelling vocabulary and asking questions to promote conversation. She engages in role play and actively listens to children, following their lead and their interests. She understands the importance of singing nursery rhymes and sharing and discussing familiar stories. Children make rapid progress with their language skills and, over time, develop into confident and articulate communicators. n The childminder gathers a range of information from parents during settling-in sessions to help her plan for children's learning from the outset. She shares information with parents about children's care and progress in a range of ways. Parents speak highly of the teaching and care that the childminder and her assistant provide.

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 review the way activities are carried out with children to ensure that they have enough space to fully explore and extend their learning to the maximum n support children to engage in meaningful adult-led activities more consistently throughout their day to develop their focus, attention and concentration.

p.3

Setting details

Unique reference number EY465657 Local authority Telford & Wrekin Inspection number 10335450 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 20 Date of previous inspection 15 June 2018

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Telford. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three-year-old children. She holds early years professional status and works with an assistant.

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 and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The inspector observed the interactions between the childminder and her assistant and the children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector talked with the childminder about her safeguarding knowledge and how she will keep children safe. n The views of parents were considered by the inspector through written feedback that was provided.

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

29 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