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

Children are settled and happy in this home-from-home setting. Children are curious as they welcome visitors into the home. They ask questions about who has come to see them and share with the visitor what they have been learning. They are motivated to learn and talk excitedly about their wonderful creations. For example, when children build with bricks, they say they have made a submarine. The childminder creates a calm and nurturing environment. She encourages the children to talk about their feelings. Children point to the faces on a poster and talk about how they are feeling and why.

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The provision is good

Children form positive relationships and help each other to achieve their goals. They give plenty of praise and encouragement to each other as they successfully find the hidden toys. Children enjoy a wide variety of activities that encourage them to be physically active. As they knock over the skittles, they cheer each other on enthusiastically. Children communicate together well as they lie on the blanket and look up to the sky. They use their imagination to share with each other what they think the cloud shapes could be. Children show that they are kind and caring as they gently hold insects they find in the garden.

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need to do better?

n The childminder has a clear vision of what she wants children to achieve based on their age and stage of development. She provides children with a curriculum that builds on the skills and knowledge they need to develop across all seven areas of learning. The childminder focuses on supporting children's confidence and resilience to help them to be happy and motivated to learn. n Parents speak highly of the standards of care they receive from the childminder and her attention to detail. For example, when children start attending, the childminder ensures that she finds out about them. She uses this information to provide children with activities based on their interests to help them settle in a new environment. Parents know that their children are making good progress in their development. They particularly like that the childminder provides them with activity ideas to continue their children's learning at home.

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need to do better?

n The childminder has good knowledge of the importance of working in partnership with other professionals. She shares how she would signpost parents to other services or professionals for children who may be falling behind in their development. The childminder understands the importance of sharing information with other settings to help children settle and continue their learning as they start school. n Children learn about what makes them unique. The childminder teaches the children to be respectful of each other's differences in a range of activities. Children explore and learn about some cultural celebrations, however, this does

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need to do better?

17 May 2022 not extend beyond celebrations, such as Easter and Christmas. n Children are actively taught about living things. They learn about how things grow as they plant seeds in soil. Children talk about what the seed might be and what it needs to help it grow. The childminder uses this opportunity to teach the children the importance of drinking and eating to help them grow big and strong. n Children confidently recall past events they have enjoyed. They talk excitedly about trying to catch the butterflies in the garden. The childminder uses this experience to talk to children about patterns on the butterflies' wings. Children experiment with paints and create their own patterns on their butterfly pictures. Children confidently name and talk about the colours they have chosen. n The childminder supports children to use clear communication during activities. On occasions, she asks the children questions and encourages them to share

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need to do better?

what they think might be happening. However, at times the childminder does not extend her questions to help children enhance their knowledge. n Children enjoy listening to stories and rhymes. The childminder supports children to understand experiences in their own lives. For example, children learn about babies and how to take care of them through looking at relevant books that the childminder provides.

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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 of abuse. She understands her roles and responsibility to ensure children are kept safe and knows who to contact should she be concerned about a child. The childminder has ensured she keeps up to date with any safeguarding concerns through regular training and research about aspects, such as county lines. The childminder has effective risk assessments in place. Children learn about the risks in their environment. For example, they confidently explain the fire drill procedure and where they must go in the event of a fire.

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should:

n build on questioning skills to help children to strengthen their knowledge even further n extend opportunities for children to learn about cultures and celebrations beyond their own experiences.

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Setting details

Unique reference number EY436151 Local authority Solihull Inspection number 10074961 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 2 Date of previous inspection 20 April 2016

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Information about this early years setting

The childminder was registered in 2011 and lives in Solihull. She operates all year round from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays.

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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 that into account in the 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 inspector observed the childminder deliver a planned activity and discussed the outcomes for children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. The inspector took account of their views.

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Inspection activities

17 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

17 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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