Gleiwitz Lisa

Inspection date 6 December 2018 Previous inspection date 8 June 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 reviews her practice carefully and identifies areas for further development. For example, she plans to enhance the stimulating resources available to provide children with an even greater variety of play and learning experiences. n The childminder assesses children's progress thoroughly. She makes careful observations of children as they play and identifies the next steps in their learning. This includes the progress check for children aged between two and three years. The childminder plans a range of enjoyable activities based on children's interests and stage of development. n Children make good progress and acquire a broad range of useful skills that prepare them well for their future learning and starting school. They sustain their interest during activities, persevere, make connections and draw from their previous experiences. n The childminder helps children to gain an awareness of making healthy choices and

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This provision is good

their self-care. Children discuss the importance of looking after their teeth and enjoy nutritious meals, snacks and drinks. n The childminder does not fully establish successful links with other settings that children attend, to share information and support continuity for children's care and learning. n The childminder does not recognise some opportunities where she needs to adapt her teaching to enhance children's play experiences and to consolidate their understanding further.

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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 extend the partnerships with other settings that children also attend to further support continuity in children's care and learning n consider how to adapt teaching to respond to the different ways that children learn and support their understanding fully, to help them to make the best possible progress.

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What the setting needs to do to improve further

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

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows how to recognise and report the signs that indicate a child may be at risk of harm. She makes careful assessments of her home, garden and places they visit to ensure that children can play safely. The childminder has good partnerships with parents. She takes time to help new children settle. The childminder works closely with parents to find out about their children's individual interests, routines and starting points. This helps her to meet children's needs and support their learning from the onset. The childminder works closely with parents to support children's continued learning at home. She takes positive steps to keep her knowledge and skills updated. For example, the childminder exchanges good practice with other childminders and researches new ideas to benefit children's learning.

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Quality of teaching, learning and assessment is good

The childminder provides effective opportunities for children to practise their physical skills. Children enjoy running and splashing in puddles. They focus carefully as they use tools to shape dough. The childminder supports children's communication and language well. For example, she provides a commentary on their play and introduces new vocabulary. Children learn words, such as 'rolling', 'flatten' and 'cutting'. They use language skilfully to express their good ideas. For example, younger children describe animals when they are unsure of the name. They liken a donkey to 'a very big rabbit' and refer to a tortoise as 'a log'. Older children use language competently to develop stories in their play and add voices to the characters they create.

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Personal development, behaviour and welfare are good

The childminder is a good role model. Children enjoy being in her care and build close bonds with her. They receive clear guidance about what is expected of them. Children behave well and play harmoniously with friends. The childminder provides effective opportunities for children to become independent. For instance, she encourages children to dress in their outdoor clothes and to manage their personal needs. Children tidy up without prompting. They gain an awareness of the wider world and explore diversity.

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Outcomes for children are good

Children gain positive attitudes to learning. They use their thinking skills well and concentrate as they solve puzzles. Children develop their understanding of the world and talk about the changes in the weather. They use their imaginations as they play, such as considering what a toy character might have in his suitcase. Children enjoy designing and use their creative ideas to make monsters out of dough and other various materials. They learn to count, recognise colour and express their preferences confidently.

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Setting details

Unique reference number EY285125 Local authority Solihull Inspection number 10071236 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 - 11 Total number of places 6 Number of children on roll 12 Date of previous inspection 8 June 2015

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Registers

The childminder registered in 2004 and lives in Solihull, Birmingham. 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 qualification at level 3. She receives funding to provide early years education for children aged three and four years.

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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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