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 have a secure relationship with the childminder. When children are a little unsure, they seek comfort from the childminder. They receive a cuddle and soothing words and they quickly settle. Children learn about their emotions through a range of stories and discussions with the childminder. They learn how to identify how they are feeling. This enables children to better understand the different emotions they may feel. Children learn how to care for others as they help to look after the pets. They enjoy helping to groom the dog and feed the rabbit. Children visit local parks and places to learn about the wider community. They hunt for bugs in the trees on their walks to the local parks and woods.

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The provision is good

Children actively explore the garden. They learn about different sports activities after watching the baton coming through the town for the Commonwealth Games. Children enjoy practising their skills and developing their muscle strength in their arms while they spin their ribbons to make patterns. They confidently climb the steps to the slide and eagerly slide down. Children skilfully roll the balls to knock over the skittles. They develop their mathematical skills as they count how many have fallen over. Children form positive friendships. They use their imagination to act out familiar scenes from their favourite fairy tales.

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need to do better?

n The childminder is aware of the impact that the national lockdowns have had on children's development, in particular with regard to their social skills. She plans regular visits to meet with other childminders and visits local playgroups, for children to play with other children. This helps to promote opportunities to build children's social development. n The childminder knows what she wants children to learn next. Children lead their play through the childminder's planned activities. She encourages them to make choices about what they want to play with. The childminder uses children's next steps to build on their knowledge, enabling them to make progress in their development. n The childminder supports children's transitions exceptionally well. She provides children with information about where they are moving on to, to help ease their concerns about new places. She supports these changes by providing stories to

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need to do better?

help children to better understand what is happening next. For example, children who may be feeling worried about starting a new school read stories about what might happen in their new school. n The childminder works in partnership with schools and other settings. She shares assessments of children with these providers to ensure children have a well-rounded approach to their learning. This ensures children are fully

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need to do better?

27 July 2022 supported when they move on to new settings. n Parents speak positively of the service provided and the daily information shared with them. The childminder keep parents informed about their children's current next steps and how they can support them further. She provides activity ideas so that children can continue their learning at home. n Children use language well. They confidently communicate their needs and wishes to the childminder. The childminder uses different activities and stories to build on children's use of new words. Children learn about different cultural festivals and celebrations through a range of stories. They can choose these books from the childminder's home or when they visit their local library. n Children choose what and where they want to play. Generally, children become deeply engaged in their learning. However, at times, children cannot always gain the most from the experiences available to them because of how the

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need to do better?

environment is set up. This can sometimes stop children being able to engage fully in their learning and gain the most from the activity or experience. n The childminder has a good knowledge of how to support children if there are concerns that they are falling behind in their development. She has accessed some training to build her knowledge. However, the childminder has not yet targeted her wider professional development sharply enough, in order to develop her knowledge to the highest possible level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder carries out daily and ongoing risk assessments to ensure her home and garden are secure and safe for children to play. She has completed training to keep her knowledge of safeguarding updated. The childminder has a good understanding of the importance of promoting children's well-being. She has a secure understanding of the possible signs and symptoms that a child may be at risk of harm, including an understanding of the 'Prevent' duty and female genital mutilation. The childminder knows her duty and who to report to in the event of an allegation against a household member.

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should:

n review the organisation of activities to support children's individual needs and to ensure learning can be maximised n seek wider professional development and training to strengthen the quality of teaching to the highest level.

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Setting details

Unique reference number 2535941 Local authority Solihull Inspection number 10215203 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 4 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 2019 and lives in Birmingham. She holds qualified teacher status. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the provider 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 provider. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector carried out an observation of a group activity and discussed the impact on children's learning with the childminder. n The inspector reviewed feedback from parents and took account of their views. n The childminder provided the inspector with a sample of key documentation on

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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

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

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