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 Good

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The provision is good

The childminder observes, assesses and challenges children to ensure they make good progress. She provides effective support so that children acquire skills and a capacity to learn. Children play in a warm and welcoming environment and they are happy and settled. The childminder gives children's emotional development a very high priority. In the playroom, she displays pictures of facial expressions that depict different feelings. Older children recognise and confidently talk about faces that show anger, happiness and sadness. They behave well. The childminder is consistent in her management of behaviour, ensuring that children are clear about her expectations. She helps to boost children's self-confidence through offering praise in acknowledgement of positive behaviour. Children play with dough that they have helped to make. The childminder encourages babies to explore the texture of the dough. They use their emerging use of a thumb and two-finger grip

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The provision is good

to break off small pieces. Older children use their skills and their mathematical knowledge to cut the dough into different shapes. Children confidently make decisions about their play. The childminder provides a wide variety of toys and activities that are stored in boxes that are clearly labelled with print and pictures.

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need to do better?

n The childminder ensures that children's learning builds well on what they already know and can do. Children develop good skills that help them to be ready for the move on to pre-school and school. n Older children confidently engage in conversation with the childminder. She supports their thinking and speaking skills, for example through asking open- ended questions. However, the childminder does not always make the most of opportunities to help them pronounce some words. Children talk about past and present family events, such as birthdays. They spontaneously use mathematical language while they play, such as the 'biggest' and the 'smallest' pieces of play dough. The childminder provides good support as very young children begin to acquire a vocabulary of single words. n Children practise their good handling skills in a variety of ways. Babies are interested in the sounds they create while they manoeuvre toy cars backwards

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need to do better?

and forwards. They then turn them upside down and successfully spin the wheels with their fingers. The childminder provides interactive toys for them to explore, as well as books with textures and sounds. n Children develop an understanding of dangers and how to keep themselves safe. They know why they must hold hands while walking on the pavement and they learn how to cross the road safely. Older children know that they must be careful around the babies while playing outside and they know why they must not run inside. n Older children make good progress in their literacy and mathematical

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need to do better?

5 February 2020 development. They can recognise their names in print and they are learning letter sounds. Children can draw pictures of people that include a round body and face and lines for arms and legs. They are learning to write their names. Older children name shapes and colours while they play. They count and compare quantities to 10. n The childminder supports children in making healthy choices around food and rest. She provides breakfast, a healthy light lunch and an afternoon snack. The childminder supports children in cleaning their teeth after meals. Children have daily opportunities for physically active play outdoors. n Children gain some awareness of similarities and differences in society. For example, the childminder provides toys and books that show positive images of diversity. She talks with children about different families. However, she does not fully support children's learning about cultures, traditions and beliefs beyond

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need to do better?

their own. n The childminder evaluates her practice and ensures that she keeps her knowledge about early years issues up to date through proactive research and training. She requests feedback from parents in a questionnaire. Parents are very happy with the provision. They 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 makes sure that her house and garden are secure so that children cannot leave unsupervised and unwanted visitors cannot gain access. She identifies and successfully minimises potential risks in her home.

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should:

n build on practice for helping children to pronounce some words n extend practice for raising children's awareness of cultures, traditions and beliefs beyond their own.

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Setting details

Unique reference number 257557 Local authority Solihull Inspection number 10071920 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 8 Date of previous inspection 20 October 2015

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Information about this early years setting

The childminder registered in 1995 and lives in Castle Bromwich, Solihull. She operates all year round from 6am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 2.

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

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Inspection activities

5 February 2020 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

5 February 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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