Childminder EY546091

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder provides a clean, welcoming and homely environment where children can play safely. Children form close attachments with her and are happy in her care. They move around the setting, choosing how they want to play. They enthusiastically join in with activities and show good levels of concentration. The childminder provides children with a broad range of learning experiences based on their individual interests and stage of development. She encourages all children to try things for themselves and allows them time to discover their own abilities. However, on occasions, the childminder does not use her knowledge of children's individual development needs to challenge them as fully as possible. The childminder sets clear boundaries and expectations. She gives children responsibilities as part of the daily routine and they quickly become independent from a young age. Children learn good social skills and contribute to the routine of

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The provision is good

the day, benefiting from shared experiences. The childminder plays alongside children, constantly interacting with them and promoting their enjoyment and achievement through play. She actively promotes a love of books, and time to explore books for pleasure is planned into the week. However, the childminder sometimes misses opportunities to develop children's understanding of mathematical concepts.

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need to do better?

n Partnerships with parents are good. The childminder gathers detailed information from parents from the outset of care and gains a good knowledge of each individual child's background, abilities and experiences, to help ensure continuity of care. The childminder communicates effectively to ensure parents receive daily information about their children's day. This helps parents to support their children's learning at home. n The childminder observes and monitors children's development. She plans activities with specific focus to promote new learning. However, sometimes the childminder does not make the most of learning opportunities to provide children with additional challenge, to help them make the best possible progress. n Children behave well. The childminder adopts a calm and supportive approach to help them manage their feelings and behaviour. Children play and share willingly with others. They enjoy including the childminder in their play and receive lots of

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need to do better?

praise for their efforts, to build on their increasing self-esteem and confidence. n The childminder enhances the curriculum as she provides real-life experiences that follow children's interests. For instance, children enjoy going for walks in the fresh air and to local places of interest. This helps them to develop an awareness of the wider world. n The childminder provides nutritious snacks and lunches. She works effectively in partnership with parents to support children's continuing good health and

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need to do better?

4 November 2019 emerging toileting needs. She encourages children to learn about healthy lifestyles. For example, they enjoy identifying which food items help to ensure they have healthy teeth and bones. n Children learn about the differences and similarities between themselves and others, for example as they explore cultural festivals. They show respect and kindness to their peers and develop early friendships. Children are developing the key skills they require for their next stage in learning, including school. n The childminder takes children to local toddler groups and the library. Children enjoy opportunities to mix in larger groups and create friendships with other children. This supports their social skills and helps them to develop a sense of their community. n The childminder supports children's speech and language effectively. This is demonstrated as she speaks clearly and listens to what children have to say. She

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need to do better?

provides a clear and consistent narrative throughout the day. In this way, children hear a wide vocabulary and learn to make sense of their play. However, the childminder does not make use of all opportunities to develop children's knowledge of shape, space and measure. n The childminder has a clear focus on improvement, both for herself and her assistant. She is committed to regularly updating their knowledge and understanding of how best to enhance her provision. She reviews their practice and seeks the views of others to enhance the quality of her provision.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a strong knowledge about what to do should they have any concerns about a child. They have a clear understanding of how to recognise if a child's welfare may be at risk, and know how to protect them from harm. The childminder ensures the indoor and outdoor environments are safe and takes steps to minimise risks. She regularly updates her knowledge of safeguarding practice and has completed training to increase her awareness of wider safeguarding issues. Policies and procedures are updated to ensure they comply with current requirements and underpin the childminder's good practice.

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should:

n focus more precisely on curriculum planning and identify how to challenge children even further, to help them fulfil their potential n provide more consistent opportunities for children to develop and practise their mathematical skills from an early age.

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Setting details

Unique reference number EY546091 Local authority Solihull Inspection number 10099481 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 9 Total number of places 6 Number of children on roll 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Chelmsley Wood, Birmingham. She operates all year round from 7.30am to 5.30pm, each weekday, except for family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She works with an assistant.

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Inspection activities

n The inspector and the childminder completed a 'learning walk' across all areas of the setting to understand how the early years provision and the curriculum are organised. n A joint evaluation of an activity was carried out by the inspector and the childminder. n The inspector held discussions with the childminder and her assistant, and spoke to 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 A meeting was held between the inspector and the childminder.

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Inspection activities

4 November 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

4 November 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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