Childminder EY339120

Inspection date 10 May 2019 Previous inspection date 15 September 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 understands her key responsibilities well. She makes effective use of a broad range of documentation that supports her practice. This helps her to continually promote children's safety, welfare and learning at a good level. n The environment is risk assessed indoors and outside. The childminder conducts daily safety checks to ensure all areas are continually suitable for use. She always maintains her ratios and supervises children closely at all times. This helps to keep children safe. n The childminder is warm, friendly and caring. She gets to know children well on entry and finds out about their individual routines. She sensitively promotes children's care needs during their time at the setting. Children build positive relationships with her. They are very happy, content and comfortable attending. n The childminder promotes inclusion, equality and diversity in her setting. She recognises children as individuals but treats them all equally. She helps children learn

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This provision is good

about and value the importance of tolerance and acceptance. n Overall, the childminder is a good teacher. The environment is well resourced and the curriculum is broad. Children are keen to play and learn. They enjoy a range of activities that promote different areas of their learning. Therefore, all children make good progress in their learning. n Self-evaluation is good. The childminder reflects well on the quality of the provision and her practice. She identifies key areas for development and has plans in place to help her continually improve. This helps her to maintain good standards. n The childminder does not consistently provide enough opportunities for babies and young children to investigate, combine and use different resources in a variety of ways. She does not always promote their interest in exploratory play at the highest level. n The childminder works in partnership with parents. However, she does not make the

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This provision is good

most effective use of highly successful strategies to share detailed two-way information. Therefore, there is scope to strengthen partnerships with parents to fully involve them in their children's education.

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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 more opportunities for babies and young children to investigate, combine and use different resources in a variety of ways to promote their interest in exploratory play at the highest level n strengthen partnerships with parents and make use of a wider range of strategies to share more detailed two-way information with them and fully involve them in their children's education.

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What the setting needs to do to improve further

n The inspector viewed the areas used for childminding. n The inspector checked evidence of the suitability and qualifications of the childminder. n The inspector observed teaching practice and conducted a joint observation of a planned activity with the childminder. n The inspector held discussions with the childminder throughout as appropriate. n The inspector looked at all relevant records, documents and policies and procedures.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has strong knowledge of child protection issues. She can identify signs and symptoms of abuse, neglect or radicalisation and knows how to respond to concerns. This helps to protect children from harm. The childminder is well qualified. She networks with local childminders, seeks advice regarding practice and accesses training to help keep her skills up to date, including in safeguarding, food hygiene and first aid. The childminder also works well in partnership with professionals and other providers. She shares relevant information about children's care and learning. This has a positive impact on the quality of care provided and helps to ensure continually positive learning outcomes for all children.

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Quality of teaching, learning and assessment is good

The childminder routinely observes children and tracks their development. She plans and provides a range of adult-led and child-initiated activities aimed at promoting children's key next steps in learning. For example, children particularly enjoy activities such as role play with baby dolls, small-world play with characters and animals and playing varied musical instruments. The childminder interacts with children at their level. She adds additional resources to their games and models how they can be used. This helps to promote their creativity and ignite their imagination. The childminder oversees children's progress. She identifies any gaps in their attainment and swiftly puts in place strategies of support. This helps to ensure all children progress well in her setting.

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Personal development, behaviour and welfare are good

The childminder promotes children's physical well-being effectively. She provides children with nutritious snacks and meals. She promotes physical activities, including play in her garden or trips to the local park. She also promotes good cleanliness. The childminder manages children's behaviour in a positive way. She encourages them to be kind, use good manners, share and play well with others. Children demonstrate friendly behaviours towards the childminder and others. The childminder provides children with opportunities to learn about diversity. She helps children find out about a variety of people, communities, cultural practices, festivals and events. Children learn to respect the childminder, each other, their environment and those in the wider world.

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Outcomes for children are good

Overall, children gain the attributes they need to become highly successful learners. Children develop confidence and independence. For example, they cooperate with the daily routines, make choices about they want to do and begin to manage their self-care needs. Children gain good communication skills. Babies and young children learn to name and label objects, babble, make sounds and ultimately, talk. Children develop good literacy and mathematical skills. For example, they enjoy making marks, drawing and colouring using crayons and pencils. They delight in sharing books and stories or singing familiar songs with the childminder. Children also learn to count up to five and develop an awareness of shape during activities. Children are well prepared for the next stage of their learning and, eventually, school.

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Setting details

Unique reference number EY339120 Local authority Solihull Inspection number 10071928 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 0 - 9 Total number of places 6 Number of children on roll 8 Date of previous inspection 15 September 2015

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Registers

The childminder registered in 2006 and lives in Solihull. The childminder operates all year round from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant 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

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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