Childminder in Solihull

Inspection date 5 December 2018 Previous inspection date 20 May 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder is very experienced and well qualified. She has a good understanding about how children learn and develop. The childminder uses her good teaching skills to motivate and inspire children as they play, helping them to be successful learners. n Children share positive warm relationships with the friendly and attentive childminder. Children are happy, content and relaxed in her care as they move around deciding what to play with. n Children have many opportunities to learn about healthy lifestyles. They play outside daily and enjoy a range of nutritious snacks. Children know they need to wash their hands before eating and they say this stops germs. n The childminder uses plenty of praise, helping to promote children's positive behaviour. Children behave well and are learning to share and take turns. The childminder is a positive role model and helps children to develop strong friendships with each other.

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This provision is good

n The childminder regularly evaluates her provision by talking to parents and reflecting on what she does well and where improvements can be made to benefit children. Parents complete questionnaires and say they are happy with the provision. n The childminder does not find out as much as possible from parents about what children already know and can do, to support their learning from the outset. n The childminder has not developed an ambitious programme to continually improve her professional knowledge aimed at achieving exceptional outcomes for children.

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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

n consider ways to encourage parents to share more information about what their children can do at the start of the placement n establish a target plan for continual professional development to enhance teaching and learning to the highest level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector spoke with children during the inspection and took account of the views. n The inspector held several discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through written feedback and questionnaires provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good knowledge of safeguarding and has attended training to ensure her knowledge is current. She recognises the signs and symptoms of abuse and is confident to act promptly if she has concerns about a child's welfare. The childminder understands how to identify when children may be at risk of being exposed to extreme views. The childminder completes risk assessments of the whole premises effectively and demonstrates a strong focus on helping to keep children safe. Children learn to keep themselves safe, such as regularly practising fire drills and they know how to cross the road safely. The childminder has a positive relationship with parents and talks to them regularly about their child's needs, welfare and learning. Parents comment positively about the childminder and say she goes the extra mile and their children enjoy attending.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of each child's developmental stage and needs. She follows children's choices and interests when planning activities. The childminder joins in children's games and encourages children to learn as they play. For example, children are challenged to find the correct matching pieces for puzzles. The childminder uses the information gained from her observations of children to plan experiences for children that are enjoyable and interesting. Children learn to recognise numbers and to count as they play skittles. Children enjoy being creative as they paint, and make collages to create Christmas cards and pictures. They develop good hand-to- eye coordination as they thread string through holes in cards. Children enjoy using their imaginations as they play with dolls and prams and pretend they are going shopping. The childminder takes the children out every day to groups and places in the community,

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Quality of teaching, learning and assessment is good

such as the local library. This helps children develop their social skills and understanding the wider world and their community.

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Personal development, behaviour and welfare are good

Children develop close bonds with the childminder. Children behave well, and the childminder adopts a positive approach to managing behaviour to help foster children's self-esteem. Children learn to be respectful, polite and social. The childminder praises children's efforts and achievements, and offers clear explanations as children learn to show consideration for others, share and take turns. Children learn about the importance of living a healthy lifestyle. For example, the childminder talks with them about eating healthy foods, such as fruit. She encourages children to wash their hands after playing outside and before eating. This helps to support good hygiene practices.

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Outcomes for children are good

Children develop good skills in readiness for the move on to school. Children are confident and learn how to be independent. They manage their self-care needs and confidently make decisions about their play. Young children find their coats and shoes and put them on before going out to play. Children develop mathematical and literacy skills appropriate to their age of development. They confidently count and recognise shapes and colours as they play.

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Setting details

Unique reference number EY357246 Local authority Solihull Inspection number 10071241 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 3 Total number of places 6 Number of children on roll 5 Date of previous inspection 20 May 2015

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Registers

The childminder registered in 2007 and is located in Solihull. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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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Registers

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Registers

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Registers

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Registers

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