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 confident in the childminder's care. They separate from their parents with ease when they arrive. Children demonstrate that they feel safe and comfortable in the childminder's bright, clean and nurturing environment. They form close relationships with the childminder and their peers. The childminder is a positive role model. She is caring and interacts sensitively with children. She encourages them to be kind to each other, take turns and help to tidy up. As a result, children respond well to her instructions and behave well. In addition, the childminder regularly praises and encourages children, which successfully builds on their self-esteem.

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The provision is good

The childminder plans an exciting range of activities by considering each child's individual starting points and previous experiences. Children demonstrate positive attitudes to their learning and have lots of fun with the childminder. They show great persistence as they use a range of tools to break down ice cubes and hunt for hidden dinosaurs. Children recognise that the ice is 'cold' and that they need 'warm water' to melt it. They transport water from one tray to another, and enjoy filling and emptying containers. Children skilfully use pipettes and warm water to successfully melt the ice and are proud of their achievements.

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need to do better?

n Children benefit from a broad curriculum that offers them a variety of learning experiences. They are developing important skills that they need for the future. Children are learning how to manage appropriate risks as the childminder provides lots of opportunities for them to be independent. For example, they carefully chop an avocado and count how many pieces they have. Children display great control and strength as they flip pancakes with some support from the childminder. n The childminder is highly qualified and passionate about ensuring children receive the best start to their early education. She focuses on her ongoing professional development to keep her teaching skills up to date. However, although the childminder has high ambitions for her setting, she does not always reflect precisely on the quality of her teaching during activities to identify where she can further build on her already good practice.

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need to do better?

n The childminder helps children to develop their communication, language and literacy skills. Children beam as they listen to the story 'Handa's Surprise'. The childminder introduces new vocabulary, such as 'guava' and 'passion fruit'. She encourages children to repeat key words and reinforces the correct pronunciation. After listening to the story, children delight as they taste passion fruit, mango and banana. n Overall, the childminder promotes children's interests and development well

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need to do better?

1 March 2022 during activities. However, on occasion, children are not always given enough time to think when asked a question. This sometimes prevents children from developing their own ideas and being challenged to the highest level. Nevertheless, the childminder repeats learning experiences to consolidate children's learning and supports them to develop new skills. As a result, children make good progress. n Children benefit greatly from the strong partnerships between the childminder and parents. Parents speak highly of the childminder and her family. They are extremely complimentary about the service they and their children receive. The childminder also works closely with other professionals. She networks with other childminders in the local area to share ideas and inspire her own practice. n Children sustain high levels of engagement and concentration during activities. They work together and use pretend fishing rods as they play 'hook a duck'.

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need to do better?

When the rod temporarily becomes stuck, children independently solve how to overcome the problem. As a result, they are becoming resilient and persevere to master tasks. n Children are offered a range of healthy snacks and meals. They follow good self- care and personal hygiene routines. For instance, children know to wash their hands before they eat. Children benefit from regular fresh air and walks. They go on regular outings to local toddler groups to meet and play with other children. This helps children to learn about the wider world and their own community, and supports their physical development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of signs and symptoms that may indicate possible abuse to children. She knows the procedures to follow should she have a concern about a child or if an allegation is made against herself or family members. During the COVID-19 restrictions, the childminder took the opportunity to refresh her knowledge of safeguarding issues, such as the 'Prevent' duty and county lines. She keeps children safe in her home and on outings. The childminder supports them to take managed risks, for example when using climbing equipment. This allows them to challenge their own capabilities.

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should:

n challenge children's learning even further by allowing more thinking time for them to respond to the questions they are asked n reflect further during teaching to identify where children's learning experiences can be enhanced to support their attainment to the highest level.

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Setting details

Unique reference number EY553758 Local authority Solihull Inspection number 10174424 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Solihull. She operates Monday to Friday from 7.30am to 5.30pm all year round, except for bank holidays and family holidays. The childminder has qualified teacher status.

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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 childminder and has taken this into account in their evaluation of the setting. n The childminder showed the inspector around the premises and discussed how she ensures they are safe and suitable. n The inspector observed the quality of teaching and assessed the impact this has on children's progress. n The childminder spoke to the inspector about their intentions for children's learning. n Parents shared their views of the setting with the inspector. n The inspector checked evidence of the suitability of household members and the qualifications of the childminder.

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Inspection activities

1 March 2022 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

1 March 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

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

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