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

Children are happy, safe and secure in the childminder's warm and welcoming home. The childminder uses children's interests and starting points to plan an exciting and varied curriculum. She uses her experience to extend activities to meet individual children's next steps. For example, children enjoy playing with dried pasta and they happily fill and empty containers. The childminder extends the activity by giving children tweezers. Children develop their small-muscle skills and hand-eye coordination as they attempt to use the tweezers to pick up the pasta. The childminder gives children encouragement to keep trying, and children show a 'can-do' attitude. Once children manage the task, the childminder gives them praise. The children show delight and pride as they succeed. This raises children's self-esteem and confidence.

p.2

The provision is good

The childminder gives great focus to outdoor play. She takes the children to the local park every day. The children have great fun as they splash in puddles, feed the ducks and run around kicking balls to each other. They develop a wide range of skills in every area and benefit from fresh air and exercise too.

p.2

The provision is good

The childminder is a good role model to the children. She encourages children to share, take turns and think of others as they play. The children follow the familiar daily routine and understand what the childminder expects from them. They follow instructions well and their behaviour is good.

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need to do better?

n The childminder is passionate about her provision and wants to ensure she gives children the best opportunities to enable them to be secure, confident and independent learners. She explains how she would support children with special educational needs and/or disabilities to ensure that all children make good progress in their learning journey. n The childminder undertakes many opportunities to develop her practice through online courses, by joining forums, and reading the latest legislation and guidance. She uses this to improve her teaching and the outcomes for the children in her care. For example, following a course on school readiness, she has introduced more ways for children to develop their independence. n Children start to show an understanding of early mathematics and number recognition. The childminder supports this with a range of activities, such as number walks. The children show great excitement as they recognise numbers

p.2

need to do better?

in the local town and park. The childminder further supports the children with colour-matching games and uses early mathematical language, such as more and less. However, the childminder does not always maximise opportunities to reinforce children's understanding that numbers relate to quantities.

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need to do better?

16 July 2024 n The curriculum supports children's communication and language development to become confident speakers. The childminder is a good role model for children's language development. She introduces new vocabulary and encourages children to communicate as they play. She creates intrigue and excitement as the children find out 'what's in the box'. The box is full of props to support children to engage in singing and action rhymes. This helps to develop their language skills further. n The childminder plans activities to learn about festivals that help children start to have an awareness of other cultures. However, children do not have as many opportunities to learn about the wider world and what makes people unique, to prepare them for life in modern Britain. n Parent partnership is strong. Parents receive daily communications, both verbally and using an online system, about their child's day. Parents value the support

p.2

need to do better?

the childminder gives them, such as support and guidance during potty training. Parents say their children have a fun-filled day and they can see the developmental progress their children have made. n The childminder helps children to keep themselves safe. When going on their daily walks, the children show a good understanding of road safety and know to hold hands and wait by the roadside until it is safe to cross. They tell the inspector things they must look out for which may cause a risk, such as stinging nettles. This shows the children are starting to have a good understanding of how to see risks and keep themselves safe.

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 consider ways to further support children's understanding of mathematical concepts n incorporate culture and diversity into the curriculum even more, to broaden children's understanding of people and communities in wider Britain.

p.3

Setting details

Unique reference number EY320687 Local authority Shropshire Inspection number 10354754 Type of provision Childminder

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Registers

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

p.4

inspection

Total number of places 3 Number of children on roll 7 Date of previous inspection 5 November 2018

p.4

Information about this early years setting

The childminder registered in 2006 and lives in Ellesmere, Shropshire. She works Monday to Friday, from 8am to 6pm, all year round, except for bank holidays and family holidays. The childminder has a relevant early years qualification at level 4.

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 they ensure that they are safe and suitable. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children.

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Inspection activities

16 July 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

16 July 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

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

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