Childminder 504626

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 have many interesting opportunities to play and learn in the childminder's care. They have a structured week that includes attending different groups. Children use time at the childminder's to explore and build on the skills they are developing for their next stage of learning. They socialise well with other children. Children learn about the wider world and our diverse communities during group activities and take part in different celebrations of their own and other cultures. The childminder engages the children well in games and activities. Children gain skills in early mathematics as they sort different types of toy bugs into groups. The childminder extends learning for the most-able children and supports those acquiring skills well. She skilfully introduces language to the children. The childminder and children sit together to read well-loved stories. Children predict what will happen next. They listen attentively to the story of 'Chocolate mousse for

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The provision is good

the hungry goose' and they explore how the language rhymes. Children anticipate the next line with excitement, as they join in. Behaviour is good. Children listen to each other. They are aware of acceptable boundaries for behaviour. As a result, children are motivated and confident learners. The childminder has high expectations for all children in her care to make the best possible progress.

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need to do better?

n Children learn to care for each other and play cooperatively. They behave very well. Children are developing respect and tolerance for each other and they begin to regulate their own behaviour. They have high levels of self-esteem. Children take turns and wait as they roll the dice in a hedgehog game. They think about who will be first to put the spikes onto the hedgehog and finish. n Teaching is good. Children consider what comes next if they add two numbers together. They count to 12 and check if any 'bugs' are missing. Children learn to put objects into groups, exploring differences and similarities. Language is very well supported. The childminder introduces questions to help children to think. They talk about their everyday experiences and knowledge. Children say that 'spiders are friends' and they consider if this is the same in other countries such as Australia, where they can be more dangerous.

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need to do better?

n The childminder is kind and caring. Children respond warmly to her. They develop close relationships that support their emotional well-being. Children constantly talk about their experiences and they are encouraged to speak and share their ideas in a safe environment. They laugh as they play together and enjoy the company of others. n Children gain good physical skills. They use equipment, such as tweezers, to pick out individual 'bugs'. Children learn to sort them and place them into different groups, by colour and type. They are becoming independent in their own personal care needs. Good hygiene practices teach children about washing their

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need to do better?

21 October 2019 hands and the childminder reminds children to check if they are dry, before eating. Children's good health is supported by a balanced, healthy diet. n Accurate assessments of children help the childminder to target each child's individual learning. The childminder plans an exciting curriculum based on each child's next steps. This helps children make good progress and to acquire the knowledge they need for their future learning. That said, the childminder does not gather enough information from parents about what their children can already do, to plan even more precisely from the outset. n Partnerships with parents are strong. Parents report that they are very happy with the activities and range of skills their children learn. They have regular information about what their children do while in the childminder's care. n The childminder keeps up-to-date with new initiatives in teaching. She explores

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need to do better?

how new techniques and equipment can help children to learn and has provided more natural materials for children's play. Children use their imagination well to create a 'Minnie Mouse' and 'smiley face' out of raffia balls. The childminder completes online training to keep her own knowledge and understanding current and to help keep children safe in her care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder makes a daily risk assessment of her premises. She takes appropriate action to minimise any potential risks and ensure that children remain safe in her care. The childminder has a good understanding of how to safeguard children and is familiar with local procedures. She has a good understanding of her role and responsibility to take action, should there be a concern about a child in her care. The childminder has completed a child protection training course. This has supported her secure knowledge of the signs and symptoms that may indicate a child is at risk or more vulnerable to abuse.

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should:

n consider ways to gain further information from parents about their children's development, to help plan more precisely for children when they first start at the setting.

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Setting details

Unique reference number 504626 Local authority Solihull Inspection number 10071230 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 2 to 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 18 May 2015

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Information about this early years setting

The childminder registered in 1992 and lives in Shirley, West Midlands. She operates all year round from 7am to 6.15pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 5.

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Inspection activities

n All areas of the premises were viewed at the inspection. The inspector took account of how the childminder completes risk assessments to ensure that children remain safe. n The inspector observed a range of play activities organised by the childminder during the inspection. She considered, with the childminder, the impact of teaching on children's learning and development. n At appropriate times during the inspection, the inspector spoke to the children and childminder. She also took account of the written views of parents. The inspector observed the interactions between the childminder and the children attending. n A sample of documentation that supports the effective management of the childcare was viewed by the inspector. This included a sample of policies and children's assessment records.

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Inspection activities

21 October 2019 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

21 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

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