Childminder EY555563

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 has developed her provision effectively since registration. She successfully uses her knowledge of how young children learn to provide a wide range of activities that covers all areas of learning. She uses her good teaching skills and enthusiasm to promote learning based around children's interests. Children are safe, happy and thoroughly enjoy their time in the childminder's care. The childminder interacts well with children. She models play effectively and shows children how to use resources correctly. The childminder fosters young children's emerging language very well and nurtures their love of books and story time. Children love listening to stories about a caterpillar who eats a range of different food. The childminder uses props to bring the story to life and to hold younger children's interest. Children use their imagination well as they role play being 'mummy', hugging their dolls and making food with the play kitchen. The

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The provision is good

childminder has high expectations for children's behaviour and they behave exceptionally well. They share and take turns, play alongside each other very well and are extremely polite. Children demonstrate respect for the childminder and her co-childminder. For example, when asked to tidy up, children respond quickly to instructions. The childminder provides children with clear and consistent behavioural boundaries so they understand the difference between right and wrong and avoid conflict and disputes.

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need to do better?

n The childminder has a good understanding of how children learn and delivers a broad, well-planned curriculum that reflects children's interests well. The childminder helps children to develop their communication and language skills. She and her co-childminder join in with children's play, talk to children constantly and ask them questions to encourage their learning. However, at times, the childminder does not give children enough time to think and respond before moving conversations on. n The childminder gathers useful information from parents about children's development when they first join her setting. This enables her to plan appropriate activities that children enjoy. Parents are delighted with the regular updates they receive about their child's daily activities, learning and development and the photographs the childminder sends them. The childminder encourages parents to contribute to their child's report to further enhance the

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need to do better?

accuracy of assessment. n Children of all ages happily join in making jam tarts. They sit patiently, waiting their turn to mix the ingredients together. They mould the pastry, use rollers to flatten it, and cut the dough into circles before adding jam. Children's mathematical development is extremely well supported as they learn about weight and measure. The childminder helps children to use scales to weigh the

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need to do better?

8 January 2020 ingredients and encourages them to count how many tarts they have made. n The childminder develops good relationships with parents. She keeps them up to date with their children's development and offers guidance on how best to support learning at home. Parents say the childminder and her co-childminder put them at ease right from day one and they know their children are safe, happy and look forward to attending. n The childminder reviews her provision to identify where improvements need to be made. For example, she has provided older children with more opportunities to develop their writing skills and to learn letters and the sounds they make. However, she does not extend the focus on her professional development to raise the already good-quality teaching to the next level. n Children enjoy a variety of visits to local community groups where they meet with other childminders and their children. This provides children with

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need to do better?

opportunities to socialise in larger groups and to make new friendships. The childminder takes children on exciting visits, for example, to farms and historical places. This helps children to learn about their community and the wider world. n The childminder has good relationships with teachers at schools that children attend when they leave her setting. Daily conversations with school staff help to provide continuity of care for children. In addition, when children are ready to leave her to go to school, she goes along with parents to introduce herself.

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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 role in protecting children and keeping them safe. She is aware of the possible signs of abuse and knows who to contact if she has any concerns about a child's welfare. She is clear about the procedures to follow in the event an allegation is made against her or her co- childminder. The childminder has clear policies and procedures in place to support her practice and has completed relevant safeguarding training. The childminder ensures children play and learn in a safe environment. Children learn how to keep themselves safe and the childminder talks to them about road safety while on outings.

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should:

n provide children with more time to think and respond to questions before moving on with conversations n establish a targeted plan for continual professional development to enhance the quality of teaching and learning and raise it to the highest level.

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Setting details

Unique reference number EY555563 Local authority Solihull Inspection number 10138673 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 14 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Solihull. She operates all year round from 7.45am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She works with a co-childminder.

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Inspection activities

n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector spoke with the childminder and children during the inspection. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through written feedback provided.

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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

8 January 2020 8 January 2020 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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