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 demonstrate feelings of safety and familiarity in this warm and welcoming provision. The childminder develops trusting relationships and nurtures a secure attachment with the children in her care. They happily separate from their parents and are delighted to see the childminder. Children are eager to explore and get involved in play.

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The provision is good

The childminder and children visit local groups that offer the children the opportunity to build their social interaction skills. For example, children enjoy joining in with their peers at rhythm time at the local library. These familiar songs and rhymes are then woven into the children's experiences throughout the week. For example, they often request to sing the songs they have learned as they sit at the table for snack or lunch. Children learn about similarities, differences, culture and diversity through activities such as craft activities and stories.

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The provision is good

The childminder knows children well. She plans and implements effectively experiences to engage them playfully in learning. Children enjoy the company of the childminder and invite her to join their imaginary play. They pretend to serve food and are focused on placing play items in and out of various containers. The childminder extends their understanding of size and shape as she narrates their play and introduces mathematical language.

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need to do better?

n The childminder has high expectations and has developed a well-defined vision of learning for children in her care. She observes children's interests and uses this information skilfully to further support and extend their development. The childminder is attentive to children's individual needs and learning styles. As a result of the carefully planned opportunities and effective teaching, children make good progress across all seven areas of learning. n The childminder is highly committed to her own professional development and strives to improve her service continuously for children and families. She attends regular training sessions and webinars. The childminder works in close partnership with parents. Communication between the parents and the childminder is strong and parents are well informed and involved effectively in their children's care and education. n The childminder promotes children's early literacy skills and fosters a love of

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need to do better?

reading. Children make independent choices from a variety of interesting stories. They particularly delight in 'lift the flap' books. Children choose to sit with the childminder and snuggle into her as they share books together. They competently turn the pages and learn to look after the books. n Care routines are respectful and maintain children's dignity. The childminder

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need to do better?

11 May 2023 teaches and supports children to develop and practise their personal and self- care skills effectively. For example, very young children follow the careful handwashing routine after nappy changing. The childminder offers children healthy options at snack time and she talks to children about the choices they are making. This starts to develop their understanding of the importance of a healthy lifestyle. n On the whole, the childminder is a strong role model with regards to children's communication and language development. She narrates their play and weaves in new language to further extend their vocabulary. However, on occasions, she responds too swiftly to children's gestures and noises before encouraging them to use the words they have acquired. This can somewhat limit children's opportunity to use their developing language skills to express their needs purposefully. n Children respond positively to the childminder's expectations of them. They

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need to do better?

understand and follow simple instructions. For example, they find their shoes and coat when they are going outdoors. Young children are beginning to learn to take turns. The childminder supports their understanding of the actions needed to share successfully as they play alongside their peers at group sessions. n The childminder supports children to become motivated and curious learners. She actively encourages them to persevere and develop their problem-solving skills. For example, very young children spend time working out how to open the vehicle carrier in order to access the small cars inside. They use their fine motor skills to manipulate and open the fastenings. Children then delight in transporting the cars by using a bucket they have found.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge and understanding of the signs and symptoms of child abuse. She is highly aware of her responsibility to protect children from harm and describes the action she should take if she has a concern about a child. The childminder attends relevant webinars to update and refresh her safeguarding knowledge. She supports children to develop their awareness of how to keep themselves safe appropriately. For example, very young children learn about the safety rules as they walk with the childminder in the local community.

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should:

n support children to develop their communication skills further in order to express their needs and use the language they have already developed.

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Setting details

Unique reference number 2614107 Local authority Solihull Inspection number 10264522 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 1 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and is located in Solihull. She operates from 7.30am to 6pm, Monday to Friday, all year round except 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 their evaluation of the setting. 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 The inspector observed the interactions between the childminder and children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

11 May 2023 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 2023 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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