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 benefit from a clear routine which incorporates opportunities for them to explore, investigate and take part in structured activities. They feel safe and are highly motivated during activities. Children thoroughly enjoy books and the most able children easily join in with the familiar phrases and can retell stories. Despite their young ages, children easily count and enjoy naming colours and shapes, and some are even beginning to calculate. During a painting activity, children are given the time to choose the colours they want and to pour their own paint. They receive support to think about the animal shapes of the sponges and the colours they use. The most able children correctly count five objects and enjoy talking about what they are doing.

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The provision is good

Children show a keen interest in songs, which are linked to the routine and what is being taught. For example, children sing while they wash their hands and sing a 'please' and 'thank you' song at lunchtime. The youngest children are fully included and activities adapted to ensure they are able to make the most of what is on offer. Children play extremely well together, show care and concern for others and negotiate well while they play. Children carry out care routines with the dolls and share the blankets and utensils while they happily play together.

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need to do better?

n The childminder has a clear intent for the curriculum, which she implements very well to help children make good progress. She has a clear overview of each child's development and progress and uses their next steps effectively during activities. The childminder uses children's interests, books and the changing natural environment extremely well to motivate children to learn. n Promoting children's personal, social and emotional development is a key priority. The childminder works closely with parents to find out about children's personalities, interests and development. She uses this information carefully to provide a learning environment that inspires them to learn. The childminder skilfully uses basic tasks, such as handwashing, as a teaching moment. For example, children are given time to consider how the water dispenser works and to think about how the water moves when they wash their hands. n The childminder adopts a professional approach and provides useful information

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need to do better?

to parents about the service she provides. She keeps parents well informed about their children's development. The childminder tells parents how they can support children's learning at home. Parents report they are very happy with the range of experiences on offer and the progress their children make. They value the support and guidance they receive on issues such as potty training, feeding and how they can extend their children's language at home. n The childminder promotes children's love for books extremely well. For example,

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need to do better?

18 February 2022 the childminder displays her book library in the entrance hall, which is popular with parents and children. She uses books, which she often links to the changing seasons and children's interests, to extend their knowledge and reinforce learning. n The childminder places a clear focus on supporting children's communication and language in a variety of ways. For example, she provides quiet spaces, such as a den, to encourage less confident children to speak when they are playing. However, the childminder does not always create enough opportunities for these children to speak during group activities. n The educational programme for understanding of the world is strong in some aspects. For example, children learn about the life cycle of trees and insects and the importance of recycling paper, plastic and tin. However, the childminder does not plan enough age-appropriate opportunities for children to learn about

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need to do better?

their local communities to extend further their understanding of the world. n The childminder provides good opportunities for children to be physical outdoors. They use a varied range of physical play equipment. The childminder helps children to learn about the importance of cleaning their teeth, eating healthy foods and how exercise benefits their bodies.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All adults living in the household and working with children are vetted to help ensure their suitability. The childminder has a good understanding of child protection issues and the procedure to follow if she has a concern about a child. The childminder checks her home daily to ensure it is safe. There are effective risk assessments in place to keep children safe on outings and the childminder teaches them about road safety. She helps children to respect each other and they learn about the importance of using 'kind hands'.

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should:

n create more opportunities for children who are less confident to speak during group activities to help further improve their communication skills and build on their confidence n provide more age-appropriate opportunities for children to learn about their local communities.

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Setting details

Unique reference number EY561341 Local authority Solihull Inspection number 10190820 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 5 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, Warwickshire. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and, on occasions, works with an assistant.

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Inspection activities

n This was the first routine inspection the childminder 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 their evaluation of the childminder. n The inspector and the childminder completed a learning walk together to check the safety of the premises and to gather information about the experiences provided. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector carried out a joint observation and held discussions with the childminder. n The inspector looked at a sample of the childminder's documentation. This included information about the suitability of household members and any adults working with the children. n The inspector took into account the views of parents.

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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

18 February 2022 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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