Childminder in Solihull

Inspection date 19 July 2019 Previous inspection date 5 March 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 creates a warm and welcoming environment. Children are happy and content in her care. n Children confidently move around the childminder's home and are keen to engage in the activities she plans. They are supported to make independent choices about what to play with. n The childminder and her assistant teach children to interact with one another respectfully. They support children to develop their listening skills as they take part in learning activities. n Early language development is well supported. The childminder and her assistant repeat important words, supporting children to develop their vocabulary. They repeat children's phrases back to them, modelling correct sentence structure. n The childminder's very good knowledge of the children helps her to identify appropriate next steps in their learning. She plans activities that match their learning needs and interests. Her effective system for monitoring children's development shows the good

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This provision is good

progress they make. n The childminder ensures that her own and her assistant's training remains up to date. She maintains her early years knowledge through further training and research. n The childminder provides opportunities for children to broaden their knowledge of the natural world. For example, she takes children on nature walks, provides natural materials for them to explore and teaches them to plant and care for seeds. n Parents are confident that their children are happy in the childminder and her assistant's care. They say that their children develop well and enjoy the healthy food provided. n The childminder and her assistant do not always make the most of opportunities to support children to develop and explore their own ideas. n Processes for gathering parental feedback are not fully effective in supporting the childminder to evaluate and further develop the provision.

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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 develop teaching skills further to make the most of every opportunity to help children develop and explore their own ideas n make more effective arrangements for gathering parents' views as part of the process of self-evaluation and drive for continuous improvement.

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What the setting needs to do to improve further

n The inspector observed and assessed the quality of teaching indoors. n The inspector carried out a joint evaluation of a planned activity. n The inspector looked at relevant documents, including evidence of the suitability of adults living or working on the premises. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector took account of parents' views.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder has a good awareness of her responsibility to keep children safe. She ensures both herself and her assistant have an up-to-date knowledge of the signs of abuse and neglect and the procedures to follow if they are concerned about a child. She risk assesses the home environment effectively, as well as any risks children may come in to contact with while out on visits. The childminder discusses her plans for children's learning with her assistant. She observes her assistant's practice and advises her on how to improve. The childminder continually reviews and reflects upon her provision and makes changes to extend children's experiences and improve their outcomes. For example, she recently enhanced the outdoor provision by adding more natural materials for children to explore and by providing real utensils in the mud kitchen.

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Quality of teaching, learning and assessment is good

The childminder plans activities which capture children's interests. For example, when she heard children talk about ice cream vans, she offered additional resources to use with the play dough to extend their ice cream themed play. The childminder and her assistant play alongside the children and engage them in conversations. The children's knowledge of size and number is extended as they count the number of pasta tubes in their 'ice creams' and compare the size of ice cream scoops. Children are supported to make decisions about how they would like to spend their time. They often choose the same activities. For example, two-year olds choose to sit together looking at books before going together to sit at the drawing table. Older children use the role-play kitchen, preparing the same meal the childminder is making for lunch. Spontaneous opportunities for learning are used well, such as when children notice a spider. The

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Quality of teaching, learning and assessment is good

children spend time observing the spider and discuss where it might have come from and how many legs it has. Later, they recall how it looked as they paint a picture of it.

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Personal development, behaviour and welfare are good

The childminder works with parents to plan an individual settling-in procedure to ensure the needs of both children and their families are well met. Children form warm, positive relationships with the childminder and her assistant. They are confident to talk to them about their home experiences. Children are supported well to develop their self-help skills and independence. For example, they eagerly help to cut up fruit at snack time and collect the plates and cups at lunch time. Children learn to develop healthy practices, such as washing their hands before meals, drinking water and learning about which foods are good for them. The childminder responds to children's comments about similarities and differences between themselves and others. She encourages them to make observations and talk about what they see.

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Outcomes for children are good

Children are well prepared for the move on to pre-school or school. They have opportunities to begin to learn in group situations and learn how to take turns and share. Children enjoy stories and develop their counting skills as they play. They engage in physical activities every day, particularly enjoying dancing to songs and rhymes.

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Setting details

Unique reference number EY411172 Local authority Solihull Inspection number 10106392 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 - 3 Total number of places 6 Number of children on roll 6 Date of previous inspection 5 March 2015

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Registers

The childminder registered in 2013 and lives in Chelmsley Wood. She works with an assistant. The childminder operates her provision all year round from 7.15am to 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives funding for the provision of early education for two-, three- and four-year-old children. She holds a recognised childcare 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

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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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