Childminder in Solihull

Overall effectiveness Good

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

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The provision is good

Children acquire a good foundation for their future learning. They learn to manage their feelings and behaviour, such as tolerating delay, and how to include friends in their play and sharing. The childminder helps them to gain useful strategies to help resolve any conflict that arises. Children enjoy the time they spend in the care of the childminder. They are happy, secure and eagerly involve her in their play. The childminder provides them with positive interactions and supports their emotional well-being effectively. Children gain confidence in their own abilities. Babies know when they need drinks and access these for themselves. Older children manage their care routines well, such as washing their hands and dressing in their outdoor clothes. They learn how to operate zips on their coats. Children enjoy the opportunities provided to be imaginative and creative. Babies make links with their own experiences and know how to use a thermometer and stethoscope during

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The provision is good

doctor role play. Children use sponges and autumnal-coloured paints to create pictures. They learn new skills, such as stencilling and making leaf prints. Children learn about keeping themselves safe. This includes being alert to dangers on the roads. They know that they must not touch the fungi they see growing on their route to school.

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need to do better?

n The childminder reflects well on the service she provides and identifies areas for further development. For example, she plans to further enhance the outdoor provision for children. The childminder is committed to keeping her professional skills updated and to extending them further. Recent training has helped her to refine and extend the arrangements for completing the two-year-old progress check. n The childminder works well in partnership with parents. She exchanges regular details with parents about children's achievement and involves them well in their children's development. She liaises with staff and other settings where children also attend to help provide continuity in their care and learning. n The childminder has a thorough understanding of each child's development needs and interests. She makes good use of her observations of children's play, and her assessment information, to plan learning experiences that help them to

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need to do better?

achieve well. Children make good progress. The childminder recognises how to adjust activities according to children's interests and stage of development. However, she does not maximise opportunities to challenge children's thinking skills to solve problems. n The childminder supports children's communication and language skilfully. She values the different home languages that children also speak and encourages them to use these in their play, such as reading books and singing songs. Babies communicate their wishes and needs confidently and practise using sounds and

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need to do better?

15 October 2019 words. For example, they say 'whee' as they push toy figures down a slide. Older children link actions to words and speak in clear sentences. They explain their ideas articulately. The childminder helps children to use language as a powerful means of communication, such as describing the texture of pumpkin pulp. n The childminder supports children's emotional security skilfully. She works closely with parents of new children to help them to gain confidence in the new surroundings and to settle well. She provides effective opportunities that prepare older children for transitions to nursery and school. n Children develop good concentration skills and focus well as they complete threading activities. These support their small-muscle movements successfully. Children enjoy opportunities to be physically active, including walking, climbing and dancing. n The childminder provides activities for children to gain their early literacy skills.

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need to do better?

Children enjoy handling books and talking about them. Older children learn to recognise their name and practise writing this. All children eagerly experiment with mark making, for example painting with brushes and creating effects with their fingers. However, the childminder does not identify precisely how to sequence activities to build on children's mathematical understanding. n Children develop their understanding of the world. They learn about how people have different needs and about diversity. They enjoy using equipment with cause and effect. Babies know that they must press buttons or use movement such as shaking or banging to create a noise.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of safeguarding matters and knows about possible signs that indicate a child is at risk of harm. She understands the procedures to follow if she needs to seek further help and report any concerns about a child's welfare. The childminder knows how to report concerns about other childcare providers. She makes careful risk assessments of her home and places that she visits with children to ensure they can play safely. The childminder holds a current first-aid certificate and has kept her knowledge of responding to emergency situations updated.

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should:

n provide children with more opportunities to solve problems and use their critical thinking skills n develop further the provision to help children gain their early mathematical understanding and skills to support their learning even more precisely.

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Setting details

Unique reference number EY404267 Local authority Solihull Inspection number 10074394 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 to 8 Total number of places 6 Number of children on roll 4 Date of previous inspection 6 January 2016

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Information about this early years setting

The childminder registered in 2010 and lives in the Castle Bromwich area of Birmingham. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The inspector completed a learning walk with the childminder across all areas of the setting to understand how the early years provision and the curriculum are organised. n The inspector carried out joint observations with the childminder. n The inspector held discussions with the childminder and interacted with children at appropriate times during the inspection. n The inspector looked at a sample of the childminder's documents. This included evidence of suitability and training. n The inspector took account of parents' views.

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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

15 October 2019 15 October 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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