Childminder in Solihull

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children are happy in the childminder's care. Her focus for very young children is on their personal, social and emotional development. She ensures that they receive the individual attention and cuddles that they need. She offers support so that they develop confidence and begin to play independently with the toys she provides. The childminder sets out the room used for childminding with toys that are suitable for children's stage of development. Children enjoy looking at books with the childminder and some of these contain different textures. However, the childminder does not fully support babies' sensory exploration or older children's independent exploratory play. The childminder interprets babies' wants and needs successfully as they communicate with her through gestures, expression and the tone of their voices. She encourages them to practise their handling skills, for example, through building towers with bricks. Children are physically active. They play in the

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The provision requires improvement

childminder's garden and develop skills while using large equipment at the park and soft-play centres. Before care begins, the childminder asks parents to highlight in a child development document the stage they feel their child is at. She also uses a document to track children's progress by highlighting the stages that children reach. However, she is not secure enough in her knowledge of what all children know and can do to ensure effective planning for future learning. The childminder provides some books and toys that show positive images but does not fully support children's understanding of diversity.

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need to do better?

n The childminder highlights the stage of development that children are at in the documents she uses to track their progress. She identifies some planning for the next steps in their learning. However, she does not acknowledge how she is challenging children to make progress in all areas of learning and does not identify that planning takes account of children's interests. The childminder does not identify teaching practice to support children to investigate and find things out for themselves, and develop their own ideas. The childminder provides writing materials for older children, although they do not choose to use them, and she does not consider how she can inspire them to write for different purposes. That said, she is supporting children to develop useful skills to prepare them for the moving on to pre-school or school. n The childminder encourages babies to practise their good handling skills through

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need to do better?

operating interactive toys that have buttons and simple mechanisms. They can turn the pages of picture books and tuck in all other fingers as they scratch the different textures inside the books with their forefinger. n Children rest and sleep in accordance with their individual needs. They are physically active and eat healthy food. The childminder provides three meals daily; lunch being a light healthy meal and dinner being a substantial meal

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need to do better?

20 September 2019 consisting of protein, carbohydrate and vegetables. n The childminder encourages babies to develop their speaking skills through repeating the sounds they make and by asking them to repeat single words, such as when they look at picture books. She counts with children and provides toys that help them to recognise shapes, such as shape sorters. n The childminder prioritises positive reinforcement as a strategy for managing children's behaviour. To help boost children's self-esteem, she identifies that she rewards good behaviour, encourages self-discipline, sets a good example and is consistent. Children acquire some awareness of similarities and differences in society. However, the childminder does not fully promote their learning about different traditions, families and communities outside their own experience. n The childminder keeps statutory training up to date and conducts some online

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need to do better?

research. However, she does not review her provision well enough, or involve parents, to identify strengths and priorities for improvement. n The childminder encourages children to develop independence, including managing their own hygiene and personal needs. She helps children to develop an understanding of danger and how to keep themselves safe. They know that when they go for a walk they must hold on to the pushchair, and they learn to cross roads safely. Children learn to manage potential risks. For example, they decide whether to use the sliding pole at the park.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is aware of the signs of abuse and neglect and understands her child protection responsibilities. She completes online research to ensure that her knowledge of local referral procedures is up to date so that she knows the contact details if she has a concern. The childminder is aware of the duty to prevent children from being drawn into situations that may put them at risk of harm. She makes sure that her house and garden are secure so that children cannot leave unsupervised and unwanted visitors cannot gain access. She identifies and successfully minimises potential risks in her home.

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Due date

make better use of observation and assessment of children's learning to plan challenging activities to help all children make the best possible progress 31/10/2019

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Due date

20 September 2019 improve teaching and provide opportunities for children to explore and investigate to help them develop their own ideas and find things out for themselves. 31/10/2019

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should:

n develop practice for raising children's awareness of similarities and differences with regard to traditions, cultures, families and beliefs outside of their own experience n develop procedures for self-evaluation to identify strengths and priorities for improvement.

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Setting details

Unique reference number EY317320 Local authority Solihull Inspection number 10071237 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 to 7 Total number of places 6 Number of children on roll 5 Date of previous inspection 15 May 2015

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Information about this early years setting

The childminder registered in 2005 and lives in Solihull. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3.

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Inspection activities

n The inspector observed activities while children played in the indoor play area. She discussed teaching methods with the childminder. n The inspector looked at evidence of the childminder's qualification and training and checked evidence of the suitability of adults living in the household. 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 to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

We carried out this inspection 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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Inspection activities

20 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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