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 settle happily in the childminder's warm and nurturing home. They form strong bonds with the childminder and often go to her for comfort and a cuddle. This helps them to feel safe and secure. Children learn about healthy lifestyles. For example, they regularly have food tasting sessions, and the childminder encourages children to try new and different foods. Children are motivated to eat a varied, healthy diet. Children show eagerness when they recognise the next part of the day's routine. They tidy up, without prompting, to get ready for snack time and help to clean the table and wash their hands independently. Children have a deep understanding of the importance of good hygiene practice.

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The provision is good

Children are curious and keen to learn. The childminder encourages children to develop a 'can-do' attitude. Children focus for long periods of time as they try to fit shapes into a jigsaw, and when they find something tricky, the childminder sensitively encourages them to keep going. Children are building resilience and determination as they play and learn. They celebrate their achievements and proudly show off their hard work when they finish. Children learn about their local community. They explore nearby parks and meet people who help them. Local police visit the setting with their vehicles and talk to the children. These opportunities help children to build on their experiences and deepen their knowledge during the inspiring learning activities.

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need to do better?

n Children make good progress in their learning. The childminder uses her knowledge of the children to plan exciting learning opportunities. Children engage well and build on what they already know. However, there is scope for the childminder to reflect more on her practice and identify continual professional development opportunities. This is to help her enhance her teaching skills and to raise the quality of provision for children even further. n The childminder places a strong focus on promoting children's communication and language. She models conversations, introduces new words and encourages the children to use their imagination. This supports children to develop the skills needed to express themselves and ask for help. Children also gain a wider knowledge and vocabulary as they use words like 'seahorse' and 'starfish' when talking about sea creatures. n Children confidently lead their own play and explore their own interests. For

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need to do better?

example, they line up cars into a 'traffic jam' ready to count them. Children develop early mathematical skills. They learn to match patterns, count, and fit shapes in puzzles. The childminder uses language like 'larger', 'above', and 'below' to prompt children to think and to support their problem-solving skills. n The children have daily access to outdoor play. Children practise their physical

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need to do better?

8 November 2022 skills in the garden. They go on outings with other local childminders to theme parks and museums. These experiences help children to meet with larger groups and to develop confidence in social skills. n Children display good manners and form strong relationships with their friends. When other children arrive at the setting, they excitedly greet each other. Parents say that their children talk fondly at home about their friendships. Children show respect for each other. They listen and follow the childminder's instructions well. These skills help to prepare them for their next stage in learning, such as their eventual move to school. n The childminder is keen to teach children about diversity. She encourages children to ask questions and to explore their own ideas. Children get lots of opportunities to discuss their similarities and differences and celebrate what makes them unique. n The childminder uses her observations and knowledge of children to highlight if

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need to do better?

there are any areas of concern regarding their development. She shares this information with parents and other professionals quickly, to get the early help and support they might need. n The childminder has good partnership working with parents. Parents speak very highly of the setting. They comment how supportive the childminder is, especially with her flexibility to change her work pattern at short notice. This means that all children can access the setting. Parents say how happy their children are and how well they are progressing.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder fully understands her role and responsibility to keep children safe. She knows how to recognise the signs that might give her cause for concern about a child's welfare. The childminder is familiar with the correct procedure to follow to protect a child from harm. She knows the risks that children might face, such as exposure to extreme views. She completes daily checks for hazards in her home and garden. The childminder also carefully considers the risks she might face when taking children on outings.

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should:

n build on professional development opportunities to help raise the overall quality of teaching to an even higher level.

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Setting details

Unique reference number EY347083 Local authority Solihull Inspection number 10235073 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 12 Number of children on roll 4 Date of previous inspection 25 January 2017

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Information about this early years setting

The childminder registered in 2007 and lives in Solihull, West Midlands. She operates all year round, from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder works with an assistant on a part-time basis.

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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 provider. 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 inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector considered the views of parents through feedback forms.

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Inspection activities

8 November 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

8 November 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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