Childminder 2760317

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

The quality of education is not yet at its best. This is because teaching is variable, and interactions with children are not always given enough consideration to build effectively on what they know and can do. Furthermore, some children do not receive adequate support to help them to learn how to behave appropriately. For instance, when children repeatedly perform forward rolls, colliding with toys and other children, some assistants merely say, 'uh oh'. They do not provide sufficient guidance so that children can fully understand what is expected of them. That said, the childminder demonstrates a clear intent for the curriculum and identifies areas of practice that need to be improved. There is a focused plan in place that outlines training and support for all assistants to support them to advance in their practice.

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The provision requires improvement

Settling-in procedures are carried out gradually by the childminder to help children to feel safe in their new environment. This positively supports children to form secure relationships. Children enjoy opportunities within a group to develop their fine motor skills. For instance, older children show focus as they use tweezers to pick up and place small tiles into the sand. Younger children happily make marks on the floor using chunky chalks. These skills are fundamental for children's future learning, helping them to build confidence and independence.

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need to do better?

n There are some inconsistencies in how children's behaviour is managed. For example, some assistants pick children up without providing them with a clear explanation to understand why. On occasion, they hold children on their laps to minimise the disruptive behaviour. This does not help children to learn what is expected of them and how their behaviour can have an impact on others. Where practice is stronger, children learn to recognise their feelings and emotions, and distraction techniques help to redirect their attention. n The childminder's curriculum is not yet fully embedded. Although the childminder and any assistants that she works with can confidently describe children's personalities, interests and developmental stages, they do not fully consider how to use interactions to extend children's learning. This does not help children to make strong progress. n Parents and carers are happy with the childminder's service and praise her

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need to do better?

highly. They recognise her commitment to the continuous improvement of the provision, including her effort to provide children with a diverse range of resources. However, although the childminder shares children's next steps with parents, she does not fully support them to contribute actively to their children's learning at home. n Children are friendly and interact well with others. For example, older children introduce themselves to visitors, recognising that their names start with the

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need to do better?

12 December 2024 same letter. They confidently engage in conversations with their peers, sharing ideas and listening to one another. However, questioning techniques are not always used effectively by all assistants. For instance, occasionally questions are used merely to point out what children are doing and are asked in quick succession. This does not give children the time to think, respond and elaborate on their ideas. n The childminder provides children with some opportunities to learn about diversity. For example, they explore different festivals, such as Diwali. However, she does not always gather information from parents about children's home languages, cultures and traditions to incorporate them into play and learning. As a result, children do not fully learn what makes them unique to help them develop a stronger sense of belonging. n The childminder gains a clear overview of the quality of the provision through

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need to do better?

peer observations and supervision sessions. She regularly checks in with all assistants to understand how they are feeling. As a result, the assistants say that they feel supported in developing their practice. n The childminder monitors children's progress, identifying those who may be at risk of falling behind in their learning. This helps her to create individual next steps and prioritise training to strengthen her knowledge and skills. For instance, she has recently attended specialist training and uses the knowledge gained to further support the children in her care. n The childminder collaborates effectively with other professionals involved in the children's care, ensuring that individual care plans are regularly updated and that children receive the continuous support that they need. This benefits children's overall development and progress.

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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.

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Due date

ensure behaviour management strategies are consistently implemented to help children to learn boundaries and expected behaviour 02/01/2025

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Due date

12 December 2024 ensure all children consistently benefit from high-quality teaching, interactions and language to strengthen their emotional and learning needs. 02/01/2025

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should:

n encourage parents to actively support their children's learning and development at home, helping children to achieve better outcomes n improve questioning techniques to support children's language development better and promote deeper learning, allowing more time for children to think, respond and discuss their ideas n find ways to work with parents to incorporate children's home languages, cultures and traditions into the curriculum so that children develop a further sense of belonging.

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Setting details

Unique reference number 2760317 Local authority Telford & Wrekin Inspection number 10349723 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 12 Number of children on roll 16 Date of previous inspection Not applicable

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Information about this early years setting

The childminder was previously registered with a childminder agency between 2019 and 2023 and registered with Ofsted in 2023. She lives in Telford. The childminder operates all year round, from 8am to 5.30pm on a Thursday, and operates under a different registration from Monday to Wednesday. The childminder holds qualified teacher status. She provides funded early education for two-, three- and four-year- old children. The childminder works with assistants.

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Inspection activities

n The childminder spoke to the inspector about their intentions for children's learning. n The childminder and the inspector discussed how the curriculum is being implemented and the impact that this is having on children's learning. n The inspector held discussions with the childminder and her assistants about safeguarding. n The views of parents were considered by the inspector through verbal discussions. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household and safeguarding policies. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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.

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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.

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Inspection activities

12 December 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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