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 happy and are settled, and they share warm and close relationships with the childminder. They feel safe in her company, hiding behind her when unfamiliar people are present. The childminder reassures them, and they quickly settle as they use their imagination to pretend a wooden block is 'flying in the sky'. Children enjoy choosing and listening to their favourite stories, and they sit attentively as they point at the pictures and repeat simple words.

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The provision is good

Children enjoy activities that the childminder plans for them as she follows their interests, such as searching for bugs and insects hidden in shredded green paper. They confidently name the insects and remember names, such as 'praying mantis', when the childminder introduces new words. They use magnifying glasses to explore the insects and describe them as being 'bigger' or 'smaller'. Young children are making good progress in their mathematical development. They confidently count how many bugs and insects they find. They recognise numbers and shapes as the childminder uses puzzles with objects to encourage them to count.

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The provision is good

The childminder has high expectations for children's behaviour. Children behave well and have high levels of self-esteem. The childminder celebrates their achievements with enthusiasm and gives them a 'high five' hand clap when they do something well.

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need to do better?

n The childminder ensures she can meet children's needs right from the time they start at her setting. She works closely with parents to find out about children's care needs, routines and interests and what they can do. She values this information and uses it well to help children to settle in and to plan a curriculum that supports children's learning. n The childminder encourages children to learn about different colours and shapes as they complete inset puzzles. Young children start to make marks and to form shapes with crayons in preparation for writing. They tell the childminder that they are drawing a tree and a triangle and ask her to draw a bigger triangle. n Children have many opportunities to learn about healthy lifestyles. They enjoy a range of fruit that they can freely choose at snack times. Children know they need to have their hands clean at appropriate times, such as before eating and

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need to do better?

when they arrive. n The childminder makes sure that parents are fully involved in children's care and learning. Parents do not go into the childminder's home at present due to COVID-19 (coronavirus). She uses other media to keep them fully informed about daily activities, such as sending photographs and messages electronically. In addition, she makes suggestions to parents about how they can help their

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need to do better?

5 July 2021 children at home to further support the next stage in their learning. Parents say how happy they are and praise the level of progress their children make. They say the childminder 'goes above and beyond' and their children look forward to attending. n Partnerships with others are effective. The childminder communicates well with early years settings and local schools. Where children attend two settings, the childminder ensures she shares valuable information about children's progress and transition reports to help establish continuity in their learning. n The childminder knows the levels of development children are at with their speaking as she talks to children and repeats words and instructions. However, she does not always consistently follow through on questions asked to further support children's thinking and language skills. n The childminder promotes children's physical development well. For instance,

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need to do better?

children enjoy trips to the local soft-play centres where they can be physically active. Although children show a keen interest in outdoor play, on occasion the childminder does not always make the most of taking activities outdoors to motivate children even further. n The childminder has a positive attitude to improving her own practice. She places good focus on her professional development by completing several courses, including how to support children with special educational needs/and or disabilities (SEND). This has given her a greater knowledge about how to support children with SEND and a greater insight into working with others to ensure children get all the support they need.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder accesses regular child protection training to keep her knowledge up to date. She is knowledgeable about signs that could indicate abuse and the wider issues that can affect children, such as extreme views and behaviours. The childminder knows precisely how to report any concerns about children to relevant professionals, to protect children from harm. The childminder identifies and successfully minimises potential risks in her home. She ensures that the premises is secure so that children can move around safely. Children develop an understanding of dangers and how to keep themselves safe, and they know where to stand if they have to evacuate the premises.

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should:

n follow consistently through on questions asked to further promote children's thinking and language skills n use children's interests even better to promote their learning with regards to

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should:

5 July 2021 making better use of the outdoor environment to motivate children's learning further.

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Setting details

Unique reference number EY549051 Local authority Solihull Inspection number 10143554 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

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. She operates term time from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a level 3 qualification. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in her evaluation of the provider. n The childminder led the inspector on a learning walk of the setting. They discussed how the childminder plans the early years provision and the aims of the curriculum. n The childminder and the inspector carried out a joint evaluation of an activity together, to assess the quality of teaching and learning. n The inspector considered parents' feedback from references sent to the childminder.

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Inspection activities

5 July 2021 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 July 2021 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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