Childminder EY344378

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 make good progress in accordance with what they already know and can do. They are happy and settled in the childminder's care. The bonds between the childminder and the very young children in her care are strong. She consistently explains her expectations with regard to being kind to others. Young children are learning that some things are shared. The childminder interprets their wants and needs successfully as some communicate with her through gestures and the tone of their voices. They babble happily and begin to make recognisable sounds. Other very young children are building a vocabulary of single words. The childminder encourages children's interest in books. She consistently speaks very clearly, and she asks the children to repeat after her what they can see in the pictures. They enjoy repeating sounds, such as 'buzzzzz' when she shows them a picture of a bee. While looking at pictures of animals, the childminder points to facial features and

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The provision is good

encourages the young children to point to their own eyes, nose and mouth. The childminder sets out toys and activities in the designated playroom, and children make decisions about their play. They notice the marks they can make with chunky marker pens as some 'dab' with the pens and some are beginning to create lines. Children begin to engage in role play. They place baby dolls in toy pushchairs and use their physical skills to manoeuvre the pushchairs to avoid toys that are on the floor and any furniture that is in their way.

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need to do better?

n The childminder uses her strong knowledge of how children develop and learn to help all children make good progress in readiness for the eventual move on to pre-school and school. She observes, assesses and plans effectively to ensure that each child continues to reach the next stage in their learning. n Children are emotionally secure. The childminder agrees a settling-in period with parents in accordance with their child's needs so that they gradually get to know her and the new environment. The childminder consistently boosts children's self-esteem, for example, through offering praise for their efforts and achievements. n The childminder adopts effective teaching strategies to support young children's emerging speaking skills. For example, to support them in putting words together she repeats back the single words that they say and adds one or two words. She consistently models good pronunciation. For example, when

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need to do better?

children's response to a question is 'ye', the childminder says clearly and cheerfully 'yes please'. n Children enjoy moving to music. They are keen to choose and select musical instruments from a large box. The childminder encourages young children to discover the different sounds that the instruments make. While looking at books, children feel the different textures inside. That said, the childminder does not

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need to do better?

23 January 2020 consistently provide opportunities for children's sensory exploration or mark making with a variety of textures and materials. n The childminder fully supports children in being physically active. She provides large climbing and sliding equipment in her garden that helps children of all ages and stages of development to gain confidence and skills. The childminder closely supervises activities to ensure children's safety but does not inhibit their risk- taking. Children practise their handling skills in different ways, for example they play with toys that have buttons and switches. However, the childminder does not fully consider ways to challenge young children to pick up small objects between their thumb and fingers. n Children develop independence, including managing their own hygiene and personal needs. They develop an understanding of dangers and how to keep themselves safe. For example, they learn how to use the pedestrian crossing

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need to do better?

and how to cross roads safely. n The childminder keeps her early years knowledge up to date. She completes training and online research and receives support from representatives of the local authority. The childminder is part of a group of childminders who share information about early years issues when they meet. n Parents are very happy with the service provided and the progress their children have made since attending. They say their children enjoy spending time with the childminder, and comment on how much the children have learned. They comment positively on the environment created by the childminder and say how happy their children are to attend.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes training to keep her child protection knowledge up to date. She is aware of the signs of abuse and neglect and knows the local referral procedures to follow if she has a concern. The childminder is aware of the duty to prevent children being drawn into situations that put them at risk. She makes sure that her house and garden are secure so that children cannot leave unsupervised and unwanted visitors cannot gain access. The childminder identifies and successfully minimises potential risks in her home.

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should:

n build on current opportunities for very young children to practise a thumb and two-finger grip on small objects n increase the range of textures and materials made available for children's sensory exploration.

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Setting details

Unique reference number EY344378 Local authority Solihull Inspection number 10073801 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 6 Total number of places 6 Number of children on roll 5 Date of previous inspection 26 April 2016

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Information about this early years setting

The childminder registered in 2006 and lives in Solihull. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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Inspection activities

n The inspector observed activities while children played in the indoor play area. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector discussed teaching methods with the childminder. n The inspector looked at evidence of the childminder's qualification and training and checked evidence of the suitability of adults living in the household. n The inspector looked at a selection of children's records and planning, policies and procedures, and a range of other documentation. n The inspector took account of parents' views about the provision.

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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

23 January 2020 23 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

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

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