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 Not applicable

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The provision is good

Children are comfortable in the childminder's home and they busily engage in play. Their positive relationships with one another and the childminder are evident as they happily play and talk together. Children choose activities from the easily accessible resources and are confident to ask the childminder if they want to do something else. The childminder plays with them, sensitively supporting their play and interactions with one another. She extends their learning, for example, by asking them how many they have when they offer her some play food. She also supports them to choose new activities when they need help, or to distract them when play has become less focussed. However, children's learning would be enhanced with more opportunities to engage in sustained exploratory play. The childminder has high expectations of how the children should behave and interact with one another. She teaches them to take turns and to develop an awareness of

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The provision is good

one another's feelings. Positive praise supports the development of self-confidence and lets them know they are doing the right thing. The childminder takes children on regular visits out; this supports her to broaden their experiences and ensure they become familiar with a range of social situations. For example, they attend age-appropriate groups, and visit the park and library.

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need to do better?

n Children have opportunities to develop their independence. They know that they can make choices about how they spend their time, and show strong preferences for some activities, such as imaginative play and looking at books. n Children particularly enjoy the daily opportunities to listen to and join in with familiar stories and songs. Children often initiate these activities themselves, such as when they begin to sing the alphabet song and the childminder joins in to support them. However, the childminder's provision does not fully support children to engage in sustained exploratory and creative play and learning. n Children's language skills are well supported. The childminder responds to children's comments and questions. She models correct pronunciation and sentence formation and provides opportunities for them to develop their vocabulary. For example, children learn to name different parts of their bodies

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need to do better?

through simple games, songs and drawing activities. n The childminder plans activities to cover all areas of learning. She uses her observations of children to help her to identify children's next steps for learning and plan future activities. Children's progress is monitored regularly to ensure they continue to make good progress. n The childminder supports children to begin to learn to keep themselves safe. She explains to them the reasons for rules and boundaries both at home and out on visits, such as why it is not safe to run indoors. Children begin to learn about road safety.

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need to do better?

4 November 2019 n Children are well prepared to move on to the next stage in their education. The childminder supports children to develop their self-help skills and talks to parents about how they can help with this at home. Children learn to manage their outdoor clothing and to use eating utensils. They also begin, from an early age, to recognise and have a go at writing their names. n The childminder is passionate about developing her provision and has a reflective approach to her work. She regularly makes changes to ensure systems work effectively. For example, she trials new ways to encourage parents to contribute to children's learning journals. She ensures she remains up to date with early years issues through online resources and groups, and links with other childminders. However, she understands that she would benefit from accessing more professional development opportunities to develop her teaching

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need to do better?

skills further. n The childminder maintains good relationships and communication with parents and other settings attended by the children. This supports the continuity of children's care. Parents speak very highly of the provision, and feel well communicated with about their children's learning and development. They say their children are very happy and that they make good progress in the childminder's care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a very good understanding of her responsibility to keep children safe. She confidently talks about the signs and symptoms of abuse and knows the processes she must follow to ensure children's needs are met. She understands that professional partnerships both with parents and other settings attended by the children are vital to ensuring she can fulfil this role effectively. The childminder ensures her statutory training for paediatric first aid and child protection remain up to date. Thorough risk assessments and policies and procedures also support her to ensure she keeps children safe. These are updated and shared with parents annually. The childminder's home is clean and very well maintained.

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should:

n consider ways to provide more opportunities for children to engage in sustained exploratory and creative play and learning n build on existing self-evaluation processes to better support the identification of training needs and develop teaching to an even higher level.

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Setting details

Unique reference number EY545256 Local authority Solihull Inspection number 10103641 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 8 Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Hockley Heath. She operates her provision all year round from 7.30am until 6pm, Monday to Friday, except for family holidays and bank holidays.

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Inspection activities

n The inspector looked around the childminding premises and talked with the childminder about the provision she offers. n The inspector observed and assessed the quality of teaching while children played indoors. n The inspector and childminder reflected together on a planned activity. n The inspector reviewed relevant documents, including training, evidence of the suitability of adults, and children's assessment records. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector took into consideration parents' verbal and written 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

4 November 2019 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

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

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