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 thrive in this warm and nurturing environment. They make good progress in their learning and development, due to the high expectations that the childminder has of them. Children are happy, settled, and safe. They build close relationships with the childminder. Children involve her in their play and go to her for cuddles and comfort. They learn good manners from the childminder, who is a positive role model.

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The provision is good

Behaviour is good. Children show care and concern for their friends and for living creatures. For example, when children have accidents, their friends show kindness and helpfulness. When they find a snail hiding in the watering can, it is carefully lifted out. Children discuss the snail's movements and why it carries the shell on his back with the childminder, before locating a safe place for it in the garden.

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The provision is good

Children demonstrate high levels of confidence. For example, they engage with visitors to show them what they are playing with and share their achievements. They talk proudly about their artwork, which is displayed throughout the setting. The childminder celebrates children's achievements. She is enthusiastic about their efforts and gives regular praise.

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need to do better?

n The childminder collects detailed information from parents when children first start to attend, in addition to her own observations of children. These help her to design a curriculum that builds on their skills for each child. All children make progress from their starting points. n The childminder successfully broadens children's experiences beyond the home to help them respect the diversity of others. For instance, she uses present day events, such as the 'Commonwealth Games', to teach children about different countries and traditions. They thoroughly enjoy observing the baton arriving to mark the start of the games. n Sensory toys and resources are used imaginatively, so that children can examine different textures and use their senses. For example, children make pretend ice creams with foam, filling containers carefully and talking about flavours and toppings. They engage in conversations with their friends and ask them what

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need to do better?

flavour ice cream they would like. n When the childminder reads children stories, she uses different tones in her voice to keep their interest and engagement. She includes them in the story telling. For example, she asks them to identify different objects on the pages. Children sit well, listen, and follow instructions. However, when reading to children and using new words, she does not always help children to understand what they mean.

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need to do better?

27 July 2022 n Children have access to a wide range of experiences across all areas of learning. However, during some adult-led activities, younger children's learning is sometimes interrupted when the childminder is required to respond to the needs of older children. That said, older children concentrate and show determination to complete tasks. For example, they follow complex designs to construct buildings with interconnecting numbered blocks. They compare the size and shapes of the buildings they create. n The childminder teaches children effectively about a range of emotions in an age-appropriate way. She has a wide range of diverse resources and plans activities that enable children to learn how to manage their emotions and feelings, including safe ways to express these. For instance, young children use mirrors, posters, books, and technology that reflect feelings and emotions. n The childminder evaluates her own practice well. She is dedicated in her drive to

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need to do better?

extend her knowledge and skills further on her practice. The childminder keeps her skills up to date by attending courses and networking with local childminder groups.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good knowledge of different types of abuse and what signs she needs to be alert to. She attends regular training to ensure she is up to date with the latest information for keeping children safe from harm, including the 'Prevent' duty. Secure boundary fences and a camera doorbell help to ensure that no unauthorised people can access spaces where children play. She knows who to refer to should she have any concerns. The childminder teaches children about road safety as they walk to the local school. This helps children to learn how to keep themselves safe when they are out and about.

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should:

n help children to extend their understanding of new words they hear n review the organisation of adult-led activities, so that younger children's enjoyment and involvement can be fully maximised.

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Setting details

Unique reference number EY482149 Local authority Solihull Inspection number 10231930 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 9 Date of previous inspection 15 September 2016

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Information about this early years setting

The childminder was registered in 2014 and lives in Birmingham. She operates all year round from 7.30am to 5.30pm on Tuesday to Friday, except for bank holidays and family holidays. The childminder 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 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 childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

27 July 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

27 July 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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