Childminder in Solihull

Inspection date 6 December 2018 Previous inspection date 28 August 2014

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This inspection: Good 2

Previous inspection: Met 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 vigilant about children's safety. She checks her premises every day before children arrive, and takes steps to remove any potential hazards. She supervises children effectively. n The quality of teaching is good. The childminder has a good knowledge of how children learn and develop. She uses information gained from frequent and detailed observations to assess children's progress, and to plan interesting and challenging activities with focused learning targets. This has a positive impact on the progress children make. n The childminder has developed effective ways to reflect on and evaluate her provision. She seeks the views of parents and children to help her identify where she can make changes so that her practice continues to improve. This helps to ensure that children receive high-quality care and learning experiences. n The childminder does not gain enough information from parents about what their

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This provision is good

children already know and can do prior to starting at the setting, to help her plan very precisely for their needs right from the outset. n The childminder does not make the most of everyday activities to promote diversity, and help children learn more about cultural similarities and differences.

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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 provide opportunities for parents to share more detailed information about what their child already knows and can do, and use this information to help clearly identify children's learning needs right from the start n help children develop a greater understanding of the cultural diversity which exists in the wider community.

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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 and assessed the impact this has on children's learning. n The inspector looked at children's assessment records, planning documentation and a range of other documentation, including policies and procedures, and discussed the childminder's self-evaluation. n The inspector viewed all areas of the home used for childminding and the resources available. n The inspector checked evidence of the suitability of the childminder and her qualifications. n The inspector held discussions with the childminder, including to jointly evaluate an activity.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder is fully aware of the procedures to implement in the event of any concerns about a child in her care. She has a good knowledge of wider issues of child protection. The childminder is committed to her professional development. She attends regular training to help her enhance children's learning outcomes. For example, she has recently completed a course to help her to further support children who prefer to learn outdoors. The childminder checks children's progress effectively to help her identify their next stage in learning and close any gaps swiftly. She keeps parents well informed about their children's development during their time in her care and they are supported to continue their children's learning at home.

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Quality of teaching, learning and assessment is good

The childminder provides a vibrant and well-resourced environment. She encourages children to lead their own play. This helps them to become keen and motivated learners. The enthusiastic childminder interacts well with children. She joins in with their play and uses her good questioning skills to help promote children's language development and thinking skills. She initiates many interesting and purposeful discussions and uses repetition to support children's pronunciation of new words. The childminder supports children's mathematical development well. She encourages the children to count and to compare the different sized toys and resources.

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Personal development, behaviour and welfare are good

Children are happy and content in the childminder's welcoming and relaxed environment. The childminder builds secure bonds with the children. She is caring and attuned to their needs and attends to them promptly. Children follow the childminder's simple rules and boundaries, which helps them learn to keep themselves safe. For example, they know they must not run in her home or climb on the furniture. Children behave well. The childminder provides children with a range of healthy snacks and meals and ensures they can access drinking water throughout the day. Children undertake small tasks that contribute to their developing independence and confidence. For example, they help to prepare their own lunch.

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Outcomes for children are good

All children make good progress in their learning and development. They learn key skills and attitudes and are ready to move on to their next stage of learning, including school. Children develop good social skills and are confident communicators. They learn to put on their own coats and shoes. Children are keen to initiate their own play and develop a persevering attitude towards learning as they gain confidence in their own abilities.

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Setting details

Unique reference number EY472348 Local authority Solihull Inspection number 10083331 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 2 - 2 Total number of places 6 Number of children on roll 1 Date of previous inspection 28 August 2014

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Registers

The childminder registered in 2014 and lives in the Solihull area of Birmingham. She operates Monday to Friday, from 7.30am to 6pm, all year round.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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