Childminder 208447

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

Children are happy in the care of the nurturing childminder, and they thrive in the warm, welcoming environment. The childminder builds strong, trusting relationships with children and families, helping children feel safe and secure. As a result, children settle quickly, separate from their parents with ease and confidently engage in play. The childminder gathers detailed information about each child's interests, routines and individual needs. She uses this to plan a well-sequenced curriculum that builds on what children already know and can do. All children make good progress across all areas of learning. For example, when children talk about recent holidays, the childminder introduces a sea-themed activity. Children make 'mermaid soup', stirring and whisking to develop small motor skills. They explore different materials, carefully filling containers with water and pebbles. They negotiate how best to carry the water and build coordination and balance as they

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The provision is good

do so. As a result, children benefit from purposeful, engaging learning experiences that build progressively over time. The childminder accurately identifies meaningful next steps that support all children in making consistently strong progress.

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The provision is good

Children behave well. They understand and follow the setting's clear routines, creating a calm, respectful environment. They show kindness and play cooperatively. The childminder and her assistants model positive behaviour, using praise and consistent boundaries. This supports children's social development and helps them manage their emotions effectively.

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need to do better?

n The childminder promotes children's independence exceptionally well. Children confidently manage their own self-care, including putting on their shoes and jackets, tidying up and carrying out small responsibilities, such as handing out cups at snack time. These daily routines build resilience, confidence and a strong sense of personal responsibility and prepare children well for school. n Children engage well in the wide range of activities and resources. The childminder provides meaningful interactions that ensure that children make good progress in all areas of the curriculum. For example, as children mix colours when painting, the childminder discusses the colours and prompts children to think about what colour they might create when they mix. As children play with sea creatures, she gives information about how starfish need to stay in the water to keep their colour. However, on occasion, the childminder does not

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need to do better?

extend children's learning opportunities to fully challenge them and help them achieve the highest possible outcomes. n Mathematical development is well supported. Children count confidently and begin to recognise numbers in their play. The childminder incorporates mathematical concepts into everyday routines and activities. However, on

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need to do better?

18 August 2025 occasion, opportunities to deepen children's understanding of mathematical concepts are not taken. For example, the children have the exact number of cups to give out to their friends and do not have the chance to estimate or apply context to the numbers needed. n Communication and language are a key strength of the setting. The childminder and assistants model language effectively, ask open-ended questions and introduce children to rich and varied vocabulary. For example, children learn new words such as 'tentacles' when discussing sea creatures. Children show a love for stories and songs, which they enjoy in an engaging and interactive manner. As a result, children develop strong communication skills, enabling them to be confident talkers. n Children enjoy a wide range of experiences beyond the childminder's home, which enrich their learning and broaden their understanding of the world. For

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need to do better?

example, regular visits to the park promote children's physical development and appreciation of nature. Trips to local shops provide real-life learning experiences, such as choosing and paying for fruit, helping children to understand more about their community and how the world around them works. n Parent partnership is strong, and parents are keen to say how they value the childminder's care and attention. They have good communication links with daily updates. Parents particularly like receiving daily photos of activities and events personal to their children. They comment that the childminder is a good role model and that the children have made good progress in their development. n The childminder takes a positive approach to children's health and well-being. She encourages a healthy lifestyle through outdoor play, fresh air and regular exercise. She collaborates with parents to promote healthy lunch boxes. The

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need to do better?

childminder provides fresh fruit daily, and children drink milk or water. The childminder supports children to make healthy choices.

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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 the curriculum to provide even more challenges to encourage children to problem solve and develop their thinking further to maximise their learning to the highest level n strengthen children's understanding of mathematical concepts to help deepen and expand their mathematical understanding.

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Setting details

Unique reference number 208447 Local authority Telford & Wrekin Inspection number 10398546 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 29 October 2019

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Information about this early years setting

The childminder registered in 2001 and lives in Telford, Shropshire. She operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3 and works with assistants. The childminder provides early years funded education for any eligible children in her care.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. 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 curriculum has been implemented and the impact that this has 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.

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Inspection activities

18 August 2025 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

18 August 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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