Smith, Kathryn Helen

Inspection date 6 February 2019 Previous inspection date 15 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 offers a welcoming, home-from-home environment. She is qualified, professional and organised, and has good procedures in place to ensure she promotes children's welfare and learning effectively. n The childminder organises the space well. Children are stimulated by the very good range of toys and resources and the inviting play areas indoors. n The childminder knows children well and understands how they learn and develop. She provides good play and learning opportunities for children that follow their interests. Children are successfully engaged and motivated to learn as they move around the play area, choosing what they want to play with. n Children receive lots of praise and encouragement. This contributes to their positive self-esteem and self-worth. Children behave very well and from an early age they learn to share and take turns. n The childminder provides good support for children's transitions and changes to their

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This provision is good

routine, for example when it is time to sleep or move on to nursery. Children enjoy regular opportunities to attend stay-and-play sessions. They develop a good understanding of their surroundings. The childminder plans regular visits to soft-play centres and parks, and they go for walks in the local community. n The childminder does not make the most of her strong partnerships with parents to gather enough information about children's learning and achievements at home. n The childminder has not implemented an ambitious enough training programme to enhance further the good-quality care and learning already provided.

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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 gather information from parents about children's learning and achievements at home and use this information to enhance ongoing assessment and support children to make even more rapid progress n make better use of professional development opportunities that focus on developing teaching skills further.

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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 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 held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke with the childminder and children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder ensures that her safeguarding knowledge is current. For example, she completes training and accesses information online. The childminder is aware of the signs of abuse and neglect and her duty to prevent children being drawn into situations that put them at risk. She makes sure all areas of her home are checked daily and supervises children effectively, both in the home and when she takes them out. The childminder has good relationships with parents. Parents are very positive about the service that is provided. They particularly appreciate the childminder's flexible approach, which helps to provide continuity of care for children. The childminder reviews her provision to identify any areas for improvement. She seeks the views of parents as part of her self-evaluation procedures. The childminder regularly monitors children's progress and tracks their development. This means she is able to identify any

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Quality of teaching, learning and assessment is good

The childminder has a kind, caring approach and she interacts purposefully with children during their activities. Children are supported well to make good progress in their communication and language. Young children enjoy playing with small-world farm characters and the childminder introduces the sounds that the animals make. Children enjoy exploring their senses as they feel the texture of dried pasta. They scoop the pasta and pour it into containers as they learn about mathematical concepts, such as full and empty. The childminder encourages them to count wooden rings as they hang them on a wooden cup holder. Children develop their creative skills as they colour faces of pigs for Chinese New Year. They enjoy listening to stories and cuddle up to the childminder as she reads to them. The childminder uses information from her assessments of children's learning to plan activities which promote their ongoing development.

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Personal development, behaviour and welfare are good

The childminder is a good role model. She is calm, kind and teaches children good manners. The childminder regularly praises children, which promotes their emotional well-being effectively. She successfully supports children's physical skills during daily trips to local parks and play areas. The childminder ensures that children learn about their own safety. For example, two-year-olds learn about fire safety and how to cross the road. Care practices and routines are embedded. For example, children know how to clean their hands before meals and after having their nappies changed.

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Outcomes for children are good

All children progress well from their starting points. They gain the skills they need to help them with the next stage in their learning and their eventual move on to school. Children listen well and behave positively. They use good manners, help each other and share toys. Children learn to manage tasks for themselves, such as tidying away toys, which helps to build their independence. Younger children's interest in books is effectively fostered as they help themselves from the wide selection available.

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Setting details

Unique reference number EY348411 Local authority Solihull Inspection number 10071239 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 - 9 Total number of places 6 Number of children on roll 4 Date of previous inspection 15 June 2015

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Registers

The childminder registered in 2007 and lives in Shirley. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She provides funded early education for three- and four-year-old children.

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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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