Kaur, Amarjhoti

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 excited as they enter the warm, homely environment. They are greeted with a hug and parents look on with delight. Children settle quickly and chatter happily to their friends. They are eager to make choices in their play from the range of resources on offer.

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The provision is good

The childminder actively engages well in children's play, offering commentary and extending their learning. Children are joyful as the childminder joins in with their play. For instance, as children spin around, she copies their actions. The childminder extends their understanding as she talks about feeling wobbly and making circles. The childminder uses children's interests in dinosaurs to further develop children's independence. She encourages children to become independent in managing their self-care.

p.2

The provision is good

Children cuddle up to the caring childminder as they listen attentively to stories. The childminder sits beside the children as she shares books. She reads stories using expression and changes the tone of her voice to engage the children. She skilfully pauses at the end of sentences, so children recall and complete sentences. This helps children to remember the story. The childminder knows what the children can already do and uses this to build on their development.

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need to do better?

n The childminder is a positive role model in promoting children's communication skills. She holds high-quality conversations with children where children's language is further enriched. She knows what the children need to learn next and uses this effectively as opportunities in the moment arise. For example, when children see an aeroplane through the window, she talks about and reminds them of their holiday. This helps children to revisit their experiences and secure their learning further. n The childminder interacts skilfully to engage children in learning and threads this through her well-sequenced curriculum. This helps children to become independent learners and develop their skills and knowledge. This prepares children for their next stage in their learning. n Children flourish using mathematical skills and language in everyday experiences. The childminder takes every opportunity to count with children. For

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need to do better?

example, when children eat strawberries, the childminder talks about having one more, and then none, as they put strawberries in their mouth. Furthermore, children count eyebrows on their faces. They recognise and match shapes while positioning their cups on the placemat and are overjoyed when they know it is a circle. This helps children to develop mathematical skills and use them confidentially.

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need to do better?

11 May 2022 n Children learn about making choices. They talk about their favourite colour as they select the green bowl from their own self-serve kitchen. Children open the mini-fridge and select their fruit and milk. They engage in conversations and take turns. This helps children to become independent learners and develop their social skills. However, at times, the opportunities for children to choose from during their play does not consistently challenge, stretch and extend learning for the most-able children. n Children understand how to keep healthy. They confidently talk about healthy eating. For example, children talk about apples making them strong and how unhealthy foods will make them sick. The childminder promotes children's oral health through reminding them of brushing their teeth. Children wash their hands before eating their snack and delight in singing a rhyme about this along with the childminder. This supports children to manage their own health care

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need to do better?

needs. n The childminder works extremely well in partnership with parents. Where children attend another setting, the childminder engages with other professionals to find out what the children know and can do. This helps her to further support children within the setting. n The childminder shows a strong commitment and understanding to how she helps children to learn. She reviews her practice regularly. Since the COVID-19 pandemic, she talks about interacting with nature and how going on outings is having a calming approach to children's learning. Children's experiences and interests are enhanced through visiting the local farm and on nature walks.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role and responsibilities to keep children safe. She clearly identifies signs of abuse and neglect. The childminder has implemented a clear child protection procedure and knows who to contact when she has a concern about a child's safety. The childminder ensures risk assessments are used effectively during outings and within the home. She recognises the signs to look out for if a child is at risk of being exposed to radical or extreme views and knows who to contact. She understands the importance of keeping her knowledge up to date and improves this by regularly attending local and online training.

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should:

n enhance children's play to provide them with more challenging opportunities that stretch and extend learning for the most-able children.

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Setting details

Unique reference number EY562594 Local authority Solihull Inspection number 10191207 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 5 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. She operates Monday to Thursday, from 8am until 5.30pm, all year round, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder has received since COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder and inspector carried out a joint observation to evaluate the impact of teaching on children's learning. n The inspector observed the quality of teaching indoors to assess the impact of this on children's learning. n Parents shared their views of the setting with the inspector. n The inspector held a meeting with the childminder and reviewed relevant documentation.

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Inspection activities

11 May 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

11 May 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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