Childminder in Solihull

Inspection date

Previous inspection date 5 March 2015 8 February 2011

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Children's emotional well-being is well supported. They are developing strong friendships with other children, the childminder and her assistant. Children are well behaved and are learning to share, and to be kind and caring to their friends. Clear and consistent boundaries are used to help children understand what is expected of them.  Children make good progress in all aspects of their learning. The childminder uses her high-quality teaching skills to provide a wide range of fun activities, both inside and out, that motivate children to learn.  Children enjoy their role play. They play out different roles and develop their ideas imaginatively as they make connections with familiar experiences, such as playing hospitals and hairdressers.  The childminder is very reflective. She identifies her strengths and weaknesses and puts plans in place to improve her already good practice to ensure the best outcomes

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It is not yet outstanding because:

 Arrangements for sharing information with parents are not yet highly successful. The childminder does not always gather precise information about what children are learning at home, to complement their good learning further.  Opportunities for children to use numbers and counting in order to enhance their understanding of simple calculation, are not fully explored.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 enhance the current arrangements for sharing information with parents, in order to encourage them to share more information about their child's learning and development at home, so that this can be taken into account when planning for children's future learning  extend children's mathematical skills, for example, by providing more opportunities for them to solve simple number problems during their play.

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Inspection activities

 The inspector checked evidence of suitability for the childminder and her assistant and looked at a selection of policies, procedures and children's records.  The inspector spoke with the childminder, assistant and children at appropriate times during the inspection and conducted a joint observation.  The inspector toured the areas of the childminder's home that are used for childminding purposes.  The views of parents and carers were taken into account from comments made on the day.

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who attend. This is good

The childminder's teaching is good and this has a very positive effect on the progress children are making in their learning. She successfully uses her knowledge of children's abilities and interests to provide challenging and interesting activities. This means that children's next steps in learning are addressed through activities which they are interested in. For example, children thoroughly enjoy the role play doctor's surgery. They pretend to bandage the assistant's broken leg, listen to her heart beat and give her medicine, announcing she will have to stay in hospital for a year. The childminder consistently speaks very clearly to support children's language development. She engages the children positively in conversations and asks questions, which provides opportunities for them to express themselves, share their interests and extend their growing language skills. For example, as children play with musical instruments, the childminder offers support and

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who attend. This is good

makes good use of opportunities to repeat children's language and introduce new words. The childminder supports children's mathematical skills by introducing counting daily as they play. However, there are fewer opportunities for children to engage in simple number problem activities to further support their mathematical development.

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good

Children are content and happy in this safe, welcoming and nurturing environment. They have established strong bonds with the childminder and her assistant. The childminder provides a well-resourced learning environment and children settle quickly. Their independence is promoted well as they choose what they play with. Children understand and follow good self-care and hygiene routines, relevant to their age. The childminder ensures that children have daily opportunities to play outdoors and they enjoy a range of fresh fruits daily. This contributes to a healthy lifestyle. Children benefit from regular visits to local places of interest. This promotes children's confidence and social skills, and helps prepare them well emotionally for the next stage in their learning.

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provision is good

The childminder demonstrates a very good understanding of the learning and development requirements and how to keep children safe. She and her assistant have completed safeguarding training and they implement robust risk assessments of the home, garden and places they take children. The childminder works well with her assistant to ensure children are supervised at all times and receive a high level of support. She regularly monitors the assistant's development by ensuring she keeps up-to-date with training. Partnerships with other settings, such as the local schools are strong. As a result, children receive continuity in their care. The childminder has positive relationships with parents and they have access to information about her service. However, she does not always gather precise information about what children are learning at home, to complement their good learning further, and promote optimum progress.

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Setting details

Unique reference number EY411172 Local authority Solihull Inspection number 851165 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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Name of provider

Date of previous inspection 8 February 2011

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Telephone number

The childminder was registered in 2013 and lives in Chelmsley Wood with her parents and works with her mother who is an assistant. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives funding for two-, three- and four-year-old children. She holds a recognised childcare qualification at level 3.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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