Childminder in Solihull

Inspection date 18 June 2019 Previous inspection date 2 June 2015

p.1

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

p.1

This provision is good

n The childminder observes and assesses children's progress. She plans for their future learning using her good knowledge of what they already know and can do. This means she promotes individual learning effectively while she supports children's play. Children make good progress in their education. n The childminder is aware of her responsibilities to protect children from harm. She keeps her knowledge of the signs of abuse and neglect up to date. She is clear on the referral procedures to follow if she has a concern. n Children's personal, social and emotional development are very good. Children are confident and sociable in the childminder's care. They build positive relationships with the childminder and their peers. n The childminder uses her large garden effectively to promote different areas of learning. There is a very pretty area where children can see different-coloured flowers, and where they plant and grow bulbs and seeds. There is an area for physical activity,

p.1

This provision is good

including ball games. There is also an area where she supports children's learning about the natural world. n The childminder supports children's speaking skills effectively in accordance with their different stages of development. Children speak confidently and readily share their thoughts and information about their experiences. n The childminder keeps her knowledge about early years issues up to date, for example, through proactive research and training. She reviews her provision to identify priorities for continued improvement. n Documentation required for the safe and efficient management of the provision is well maintained and implemented. n The childminder does not fully support children in making the most spontaneous and independent decisions about toys and activities. n The childminder does not make the most of some opportunities to support children's literacy learning, specifically their understanding that print carries meaning.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n extend opportunities for children to be more independent and spontaneous in their choice of toys and activities n make the most of opportunities to support children's literacy learning, specifically their understanding that print carries meaning.

p.2

What the setting needs to do to improve further

n The inspector observed children taking part in activities in the indoor and outdoor play areas. n The inspector looked at a selection of children's assessment records and planning, policies and procedures and a range of other documentation. n The inspector spoke with the childminder and children at appropriate times throughout the inspection. n The inspector looked at evidence of the childminder's training. She checked evidence of the suitability of all adults living in the household. n The inspector took account of the views of parents.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder assesses and minimises potential risks in her home successfully. She regularly attends child protection training and is aware of the duty to prevent children being drawn into situations that may put them at risk of harm. The childminder reflects on her practice. She makes good use of information obtained through her membership of an association for early years workers and information provided by representatives of the local authority. Her current priority for improvement is to further extend her knowledge of outdoor learning opportunities. Information about the childminder's service is provided for parents in detail. Parents are very happy with the childminder's provision. They say that the childminder creates a caring and 'fun' environment that children feel safe and happy in.

p.3

Quality of teaching, learning and assessment is good

The childminder supports children effectively so that they acquire skills and a capacity to learn. She continually identifies and monitors children's different levels of development during their play and learning. Children play with toy animals and they choose to sing favourite songs about a farm. The childminder offers good support for young children who are learning the words. She quietly sings along with them and then sings some of the words that they have forgotten. The childminder is a good role model for children who are beginning to use simple sentences. She speaks clearly as she repeats what they say to her, supporting pronunciation. Children count and talk about size while they play. The childminder encourages them to count objects and she offers good support so that they begin to calculate. For example, when they count a number less than 10, she asks them how many more they need to make 10.

p.3

Personal development, behaviour and welfare are good

Children enjoy their learning in a welcoming environment. The bond between the childminder and the children is strong. Children behave well. They build friendships and show consideration for others. Each evening they join older children to talk about their day and the childminder asks them to think about what they have done in the day that has shown kindness to other people. The childminder boosts children's self-esteem, for example, through praising their efforts and achievements. Children learn to understand dangers and how to keep themselves safe. The childminder teaches them how to cross roads safely and helps them gain an awareness of strangers who are safe to approach if the need arises.

p.3

Outcomes for children are good

Children are safe, secure and happy. They develop good skills that help them to be ready for the move on to pre-school and school. Children learn good hygiene practices. They manage simple tasks and their self-care needs independently. They are physically active and eat healthy food. They practise balance and good control of their bodies while enjoying yoga activities. Children use their good language skills while playing cooperatively together and engaging in imaginative role play. They enjoy singing and listening to their favourite stories. Children make marks in different ways, such as with coloured chalks on paving slabs in the garden.

p.3

Setting details

Unique reference number 250408 Local authority Solihull Inspection number 10071224 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 - 10 Total number of places 6 Number of children on roll 3 Date of previous inspection 2 June 2015

p.4

Registers

The childminder registered in 1993 and lives in Knowle, Solihull. She operates all year round from 7.45am to 6pm, Monday to Thursday, except for bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5