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

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The provision is good

The childminder is attentive to children's individual needs. For example, she identifies times during the day when younger children would benefit from working in smaller groups. She adjusts the routine accordingly to provide focused, age- appropriate activities, such as time in the sensory room. At times, when older children need to wait for others, she thoughtfully offers simple activities to help them to better focus their attention. She takes immediate action to ensure children's comfort. For instance, when children appear hot, she responds sensitively by opening the windows. This promotes their well-being.

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The provision is good

Knowing that children love to climb, the childminder plans the environment to provide plenty of opportunities. For example, outdoors, children learn to navigate safe risks as they climb up the slide's steps and then slide down. Indoors, they explore equipment they can climb over, gaining confidence as they learn to come down safely. These experiences support children's physical development and contribute to their overall happiness.

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The provision is good

Children have opportunities to practise their self-help skills through daily routines, such as washing their hands and feeding themselves. The childminder supports them by offering encouragement and praise. She models respectful behaviour by saying 'please' and 'thank you' during interactions and encourages turn-taking during group activities. This helps children to develop important social skills.

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need to do better?

n The childminder fully supports children who speak English as an additional language. For instance, when they first start, she gathers key words from parents and carers in their home languages to quickly understand and connect with children. She uses real objects alongside English words to expand their vocabulary. As a result, children become confident communicators. n The childminder uses familiar songs and stories to support children's language skills. For example, children sing the song 'Pat-a-cake, Pat-a-cake, Baker's Man'. They pat their legs and clap their hands to create a rhythm and 'mark their cake' by sounding out the first letter of their name. This means they recall letters and sounds in a fun way. n Although children have opportunities to engage in mark-making activities, such as sand play, painting and drawing, their next steps are not consistently supported. For example, the childminder and her assistants do not always

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need to do better?

provide the guidance children need to create meaningful marks, such as writing their own names. n The childminder maintains effective two-way communication with parents by regularly sharing updates on their children's learning and asking about what they

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need to do better?

13 June 2025 enjoy at home. She uses this insight to plan activities that reflect children's interests. Parents say their children are well cared for, excited to attend each day and are making good progress. They give the setting a '5-star' rating. n The childminder works closely with parents and external professionals to address developmental concerns. For example, she shares strategies with parents to support bedtime routines and refers to the health visitor when specialist help is needed. This ensures children's individual needs are promptly met. n The childminder works with her co-childminder to support the practice of shared assistants. For example, they encourage assistants to observe children and help plan activities based on these observations. However, the childminder does not always ensure assistants follow best practices. For instance, she does not consistently reinforce handwashing when it is forgotten. Additionally, assistants'

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need to do better?

interactions with children are sometimes limited. This means children's learning experiences vary in quality throughout the day. n Following training on nurturing attachments, the childminder has incorporated resources into the environment to help children to express and manage their emotions, such as emotion stones and emotion pillows. This shows how training has a positive impact on the setting. n The childminder demonstrates a thorough understanding of her responsibilities for health, safety and safeguarding. She follows clear procedures for administering medication, applying sunscreen and maintaining safe sleeping arrangements. These measures ensure children remain safe and well cared for while in her care.

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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 increase opportunities and support for children to practise and develop their early writing skills, helping them progress to the next stage in their learning n provide greater support to assistants to improve their practice, particularly their interactions with children.

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Setting details

Unique reference number EY490761 Local authority Telford & Wrekin Inspection number 10395306 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 14 Date of previous inspection 8 September 2022

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Information about this early years setting

The childminder registered in 2015 and lives in Madeley, Telford. She works alongside another childminder and hires assistants. The childminder holds appropriate early years qualifications at level 3. She operates all year round. Sessions are available Monday to Friday, from 8am until 6pm. The childminder provides funded places for two-, three- and four-year-old children. The childminder offers ad hoc weekend and overnight care at the request of parents.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. 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 carried out a joint observation. n Parents and grandparents shared their views of the setting with the inspector. n The inspector held discussions with the childminder, her assistants and children during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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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

13 June 2025 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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