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

p.1

The provision requires improvement

The childminder is very caring. Children are content attending. They quickly become familiar with the environment and develop close bonds with the childminder. They demonstrate that they feel safe. However, teaching is variable. The childminder does not fully understand how young children learn, particularly babies. She does not provide the broadest range of child-led play experiences or plan adult-led activities that target their individual learning needs. Occasionally, children struggle to choose activities and flit too readily between experiences. Overall, the childminder does not have high expectations, and therefore, some children do not develop the most positive attitude towards learning. Nevertheless, the childminder generally provides children with access to some suitable resources that are age-appropriate. Babies and young children like freely playing with resources that they can explore, such as wooden blocks or play animals. The

p.2

The provision requires improvement

childminder talks to children, narrating what they are doing. She encourages children to investigate musical instruments and noisy toys, and to listen and move to familiar rhymes. This helps to promote their communication, language and literacy skills. The childminder encourages children to explore shape sorters and puzzles. She focuses on promoting mathematics, including naming shapes or colours, and counting. The childminder interacts with children warmly and she is very positive. She talks to the parents about the behaviour management strategies they use at home. Children listen to simple directions, cooperate with the daily routines and begin to play collaboratively with each other.

p.2

need to do better?

n The childminder does not have strong enough knowledge of how all young children learn, particularly babies. There is room to extend professional development and focus sharply on increasing teaching so that all children continually benefit from good-quality educational experiences. Nevertheless, the childminder's home is organised and well laid out. The childminder is well qualified. She manages her own workload well. She only keeps necessary records and documents. This has a particularly positive impact on her ability to maintain the efficient running of all safeguarding aspects of the setting. n The childminder observes children and makes precise assessments of their development. She knows children well and can identify the key next steps in their learning. Children are progressing steadily. They gain the basic skills that they need for the next stage in their learning. However, the childminder does

p.2

need to do better?

not continually provide children with broad enough child-led play experiences or secure adult-directed activities that take account of their age, stage and learning needs. There is scope to enhance the planning to help promote best progress. n The childminder finds out key information from parents about children's personal care and individual routines. She sensitively meets the care needs of all children

p.2

need to do better?

23 October 2019 attending. Children benefit from what they need during the day, including support with feeding, nappy changing and plenty of rest. n The childminder promotes children's health and physical well-being. She maintains her ratios and supervises children closely. She reviews her mandatory first-aid training and manages unavoidable accidents and any emerging medical needs well. She encourages the parents to bring healthy snacks and meals to the setting. She gets children out in the fresh air routinely as they go for walks, visit the park and play outside. She also keeps them clean, including changing children as needed and wiping their faces and hands after eating. n The childminder helps children to treat her environment, the equipment, toys and each other with respect. She helps children learn about their similarities and differences in the setting. She values children's cultures, traditions and

p.2

need to do better?

languages. She takes children out and about in the local community to expose them to other children and people outside of their own experiences. This helps to foster acceptance and tolerance. n Partnerships with the parents, other childminders and wider professionals are sound. The childminder shares two-way information with them about children's care needs and the time they spend in the setting. Parents comment that they are extremely happy with the care received and are thoroughly happy with everything the childminder provides. n The childminder does not make the best use of self-evaluation and monitoring to review the quality of teaching, the planning and children's progress, to help further raise the standards.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The premises are secure. The childminder conducts visual risk assessments and daily safety checks. She also cleans the environment, resources and equipment to minimise hazards. The childminder has a strong knowledge of child protection issues that can have an impact on children both at home or elsewhere. She renews her safeguarding training and conducts research to keep herself up to date. She regularly reviews her safeguarding policy and ensures she has access to the contact information she needs in the event that she needs to seek advice or report a concern. This helps to protect children from harm.

p.3

Due date

23 October 2019 enhance the planning and provide children with broader child-led play experiences and more adult-directed activities that take account of their age, stage and learning needs to help promote best progress 02/12/2019

p.3

Due date

extend professional development and focus sharply on gaining a strong knowledge of how all young children learn, particularly babies, and increasing teaching so that all children continually benefit from good-quality educational experiences. 02/12/2019

p.4

should:

n make better use of self-evaluation and monitoring to review the quality of teaching, the planning and children's progress, to help further raise the standards.

p.4

Setting details

Unique reference number EY240972 Local authority Solihull Inspection number 10073123 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 0 to 4 Total number of places 6 Number of children on roll 3 Date of previous inspection 7 April 2016

p.5

Information about this early years setting

The childminder registered in 2002 and lives in Shirley, Solihull. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

p.5

Inspection activities

n The inspector observed teaching practice and considered the impact this has on children's learning. n The inspector viewed the areas used for childminding and held discussions with the childminder about the organisation of the setting and her resources, toys and equipment. n The inspector held discussions with the childminder throughout the inspection as appropriate. She discussed with her how she safeguards children, promotes their welfare and fosters learning. n The inspector looked at the documents available, including children's learning records, health and safety procedures and relevant policies. n The inspector checked evidence of the suitability and qualifications of the childminder. n The inspector interacted with children and sought the views of parents from the written evidence provided.

p.5

Inspection activities

23 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.

p.5

Inspection activities

23 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.

p.6

Inspection activities

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.7

Inspection activities

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.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

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

p.7