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 Not applicable

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The provision is good

Children are happy, and they settle well in the inviting and homely atmosphere of the childminder's home. The childminder gives children a warm welcome as they arrive. Children quickly settle, and the strong bonds they have with the childminder are evident. This helps give children the emotional security they need to leave their parents and participate well in their learning.

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The provision is good

The childminder provides a varied curriculum for the children to enjoy and enhance their skills and learning. For example, indoors, children develop their small-muscle skills as they manipulate dough, rolling and squeezing it. Outdoors, children develop their large-muscle skills as they run around the garden and scoot around on bicycles and cars. The childminder also uses experiences outside the home to enhance the curriculum. Children enjoy going to the park and the library. As they walk, the childminder talks to the children about what they can hear and see in the world around them. Children meet other childminders and their children, enabling them to mix together and build on their social skills.

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The provision is good

The childminder is a good role model for children's behaviour. She is patient and calm in her approach to the children. She reminds them of the rules and encourages them to use manners and think of others as they play. She encourages children to share, take turns and be kind to each other. This supports children to think of others and start to regulate their own emotions.

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need to do better?

n The childminder understands how to use children's starting points and their interests to plan a varied curriculum. She explains how she would support children with special educational needs and/or disabilities to ensure that all children make good progress from their starting points. However, the childminder does not always build on these interests fully to enhance children's learning even further. n The childminder encourages children to be independent. Children have free access to the resources and can choose what they want to play with. The childminder supports children to tidy up toys, wash their hands and put on their shoes. They make choices of fruit at snack time and pick stories to read. This supports children to become independent learners and raises their self-esteem. n The childminder develops children's listening and attention skills with a range of activities. She encourages them to look out the window to see what the weather

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need to do better?

is like today. They have a 'hello song' and older children listen carefully for the childminder to say their names. However, younger children are quickly distracted and prefer to play with the toys around them. This impacts other children as they too lose focus.

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need to do better?

14 May 2024 n Children enjoy stories and singing during the day. They have independent access to books and sit turning the pages and looking at the pictures. During story time, the childminder reads a familiar story, and children excitedly join in to shout out familiar words. This helps children develop a love for books and literacy. n The childminder is sensitive to the care needs of the children. She provides a choice of fruits and breadsticks for snack time. Children bring a packed lunch from home for a midday meal. They sit together at the table, and this gives children a sense of family and supports their social skills. The childminder encourages younger children to use a spoon to feed themselves. Children have access to drinks throughout the day and go outdoors daily to benefit from fresh air and exercise. n Children hear a vast range of vocabulary during their day. The childminder narrates children's play and introduces new words such as 'cocoon' to the

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need to do better?

children. She listens and responds sensitively to children's needs, as they communicate these both verbally and non-verbally to the childminder. This shows the children they are valued and have a voice. The childminder also enhances speech and language skills with familiar songs and rhymes and encourages children to join in with actions and sounds. n Parent partnership is strong, and parents are keen to say how they value the childminder's care and attention. They benefit from good communication links, receiving daily verbal updates and messages on the online system. Parents particularly like to receive daily photos of activities and events that are personal to their children. They say it gives them confidence and security in their child's care. They feel the childminder is a good role model for their children and the children have made good progress in their development since starting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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should:

n extend younger children's engagement and involvement in activities to develop their attention and listening skills as much as possible n build on what children know and can do to extend their learning even further.

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Setting details

Unique reference number 2669745 Local authority Telford & Wrekin Inspection number 10343254 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 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Telford. She operates all year round, from 7.45am to 5pm, Monday to Thursday. The childminder holds an approved qualification at level 3. She 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 provider and has taken that into account in their evaluation of the provider. 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, indoors and outdoors, and assessed the impact that this was having on children's learning. 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 Parents shared their views of the childminder with the inspector.

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Inspection activities

14 May 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

14 May 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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