Edge Carolyn Emma

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 settle well and develop positive attachments with the nurturing childminder. They go to her for comfort or to share their achievements. Children are polite and behave very well. They speak to the childminder and other children with respect. Young children learn how to share with others. The childminder responds quickly when children find this difficult. She supports them to understand the feelings of others. The childminder is a positive role model. She teaches children the value of sociable mealtimes where they support each other. For example, children pour drinks for themselves and others. They collect washable wipes to clean their hands and faces after eating.

p.2

The provision is good

The ambitious childminder has a clear vision for her setting, which includes thinking about the environment. This runs throughout her everyday practice. She values the importance of reusing and recycling and shares this ethos with children and families. Children take part in growing plants and vegetables. They are proud of the pumpkins that they have grown in the garden.

p.2

The provision is good

Children have a strong love of books. They share their favourite stories with the childminder. Babies and young children choose books and handle them carefully, turning one page at a time as they look at the pictures. Children listen intently as the childminder reads stories. They name the animals and the colours that they see. Children take their favourite stories home to share with their families.

p.2

need to do better?

n The passionate childminder builds strong relationships with children and families. She learns about children's early experiences and interests and uses this information to build her curriculum. Children lead their learning by choosing where to play in the childminder's home. They explore the play kitchen and role play with pretend food. Children say the childminder's name and chat to her on the toy telephone. n All children make good progress from their starting points. They communicate confidently. Children use speech to share their thoughts and feelings with the childminder and their peers. They have a broad vocabulary that highlights the breadth of their experiences. The childminder sings with the children, inviting them to join in with repetitive rhymes. She talks to children and offers questioning to provoke thought. For instance, she asks them how many spoons they need at breakfast time. n Children are exposed to rich mathematical language that they use in their play.

p.2

need to do better?

The childminder spends time exploring colours, shapes and numbers with children in the environment. Children explore magnetic shapes, naming triangles, squares and rectangles. They demonstrate positive attitudes to

p.2

need to do better?

27 September 2024 learning by counting how many shapes they can find and use these to build ramps for their vehicles. However, the childminder does not always recognise when children require additional input. Therefore, some children lose interest in activities quickly. n Children develop independence skills with the childminder. Babies and young children feed themselves at mealtimes and pour their own drinks. They take themselves to the toilet and attend to their own needs with the support of the encouraging childminder. At sleep time, children follow the daily routines, closing the curtains to prepare the room for sleep. n Parents speak highly of the childminder and the unique care and education that she provides for their children. Parents are particularly happy with the healthy, nutritious food that she provides for the children, which offers them new flavours and textures. The childminder shares her meal plans and recipes with parents so

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need to do better?

that they can recreate familiar meals at home. n The attentive childminder takes appropriate steps to manage children's safety in her home. She has appropriate systems in place to record and monitor any accidents or injuries. The childminder carries out appropriate risk assessments and teaches children how to keep themselves safe. For instance, when collecting children from school, the childminder teaches them how to cross the road safely. Furthermore, before the children eat grapes, the childminder talks to them about why they need to be cut into quarters. n The childminder attends appropriate training to update her knowledge and support her practice. She reflects on opportunities to network with others and share ideas. The childminder understands the importance of sharing appropriate information with other agencies. For instance, she prepares assessments in a timely manner so that they can be shared with the health visiting team.

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 strengthen the quality of interactions in group activities so that all children are consistently engaged in learning.

p.3

Setting details

Unique reference number 223736 Local authority Shropshire Inspection number 10354273 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 8 Date of previous inspection 1 November 2018

p.4

Information about this early years setting

The childminder registered in 1996 and lives in Whitchurch, Shropshire. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder has an appropriate qualification at level 3. The childminder provides funded early education for children aged from nine months.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had 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.4

Inspection activities

27 September 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

27 September 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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