Childminder 250406

Inspection date

Previous inspection date 20 July 2017 23 June 2014

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder reflects accurately on her practice and seeks the views of parents and children to identify areas for additional development. For example, she is now considering ways to further support children's early communication and language skills.  The childminder plans a range of interesting activities that engage children well and encourages them to explore and investigate. Children demonstrate their curiosity and observation skills. They comment clearly on the effects they observe as materials release their colours and merge together when placed in water.  The childminder provides opportunities to help children develop their early literacy skills. They experiment with mark-making tools, such as chalks, and point to illustrations in books, showing an interest in the stories they are reading. Children make good progress from their starting points and are well prepared for their next stage of

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This provision is good

learning.  The childminder encourages children to be independent in managing their own needs. They learn to dress in their outdoor clothes, manage their personal care routines and recognise feelings, such as hunger and tiredness.

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It is not yet outstanding because:

 The childminder has not fully developed assessment routines to enable her to check on the progress of children's learning more closely.  The childminder does not identify when children need more time to respond to questions and develop ideas for themselves.

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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

 review assessment processes further to identify more accurately where children might make quicker progress in their learning  give children more time to explore and develop ideas for themselves to challenge their thinking skills even further.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector spoke with the childminder and children at appropriate times during the inspection and carried out a joint evaluation of the teaching and learning with the childminder.  The inspector viewed the areas of the childminder's home used by children.  The inspector looked at relevant documentation, such as policies and children's records.  The inspector took account of parents' views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows how to seek advice and the correct procedures to follow if she has concerns regarding a child's welfare. She works well in partnership with parents to support children's learning at home. The childminder has good links with other early years settings that children attend and ensures a continuous approach to children's care, learning and development. The childminder is committed to continuing her professional development. For instance, recent training has helped her to extend her skills and plan more effectively, to support children who have special educational needs and/or disabilities.

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Quality of teaching, learning and assessment is good

Children develop their understanding of the world and learn about cause and effect. For instance, they discover they can make a solar-powered object move when they hold it by the window and explore the power of magnets. The childminder supports children's communication and language development effectively. Children respond to songs enthusiastically and join in with words and actions. They use their expanding language confidently, such as describing fruits they eat as 'juicy'. Children enjoy the many opportunities provided to use their imaginations in their play. They create storylines in their role play and experiment with the effects made as they roll objects through coloured water.

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Personal development, behaviour and welfare are good

The childminder provides a friendly, safe and stimulating environment for the children and promotes their emotional well-being. Children are happy, safe and secure. The childminder is a good role model and uses a range of successful strategies to help children learn to behave well. Children learn to share, take turns and to respect each other and their needs. They understand how people display different emotions through experiences, such as being sad when they have hurt themselves. The childminder helps children learn the benefits of a healthy lifestyle. For example, she encourages them to try healthy snacks and plans daily opportunities for them to be physically active.

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Outcomes for children are good

Children progress well with their mathematical understanding and use this naturally as they play, such as stating the number of balls they have found. They make links with their own experiences and operate toy drills and saws in their role play. Children develop good social skills and enjoy involving friends in their activities. They explore confidently and lead their own play, such as making up their own hiding games. They learn to respect differences and gain an awareness of families and communities beyond their immediate experience.

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Setting details

Unique reference number 250406 Local authority Solihull Inspection number 1087006 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 23 June 2014

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Telephone number

The childminder registered in 1992. She operates from her home in Shirley, Solihull. The childminder works Monday to Friday from 8.30am until 5.30pm, except for bank holidays and family holidays. She holds a relevant early years 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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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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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