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

The childminder prioritises promoting children's emotional well-being and provides a warm and safe environment where they feel comfortable and happy. The childminder works with children to help them find ways to resolve their disputes and to be kind to others. Young children know the routines and happily sit in their high chairs as they wait for their snack to be served. The childminder has a good knowledge of each child's unique character, preferences and individual routines. For example, she quickly recognises when children are tired or need additional emotional support. Playful learning opportunities are provided, and children often show high levels of engagement. For example, the childminder extends the children's interest in musical instruments as they are encouraged to explore the sounds the bells, cymbals and xylophone make.

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The provision is good

The childminder understands how children learn and develop. She plans activities that help children practise key skills to ensure they make good progress over time. For example, when outdoors, children enjoy practising their kicking, throwing and catching skills with the balls. The childminder is animated with children and provides a rich range of language during her interactions. She introduces new words to extend children's vocabulary. The childminder sparks children's curiosity and makes learning fun. Children delight in working out how to make the water flow as they play.

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need to do better?

n The curriculum incorporates opportunities for children to attend a range of stay- and-play groups within the local community. The childminder ensures these experiences are focused around supporting children's physical development and increasing their personal, social and emotional development in readiness for school. She provides ample opportunities for children to learn about their local environment and community as they visit places of interest, such as the farm and library. n The childminder creatively uses the natural environment and changing seasons to support children's learning across all areas. For example, regular walks to the local lake provide rich first-hand experiences for children to immerse themselves in. Children learn how the lake changes throughout the seasons and learn about its impact on the animals they see. For example, children observe the swans that have laid their eggs and learn about the life cycle of animals and plants.

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need to do better?

n There is a sharp focus on supporting children's literacy and mathematical development through the daily routines and fun activities. For example, children count and calculate the cups and cutlery they need at mealtimes. They count the cars on their walks and learn to recognise numbers in their environment. Children enjoy making marks on the ground outdoors and use a range of writing

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need to do better?

25 April 2024 materials to make their creations. n The childminder offers a cosy book area and a varied range of books, which are made easily accessible, and she shares books with children daily. However, she does not fully support children who are not as interested in books to help them develop a deep fondness for stories. n Children thoroughly enjoy the freedom outdoors and show high levels of engagement as they use their favourite sensory activities, such as the water. However, the childminder plans fewer opportunities indoors for children to explore and investigate a range of media and materials that appeal to them. Consequently, on occasion, some children lose interest in what is available indoors. n The childminder establishes close relationships with parents and diligently follows each child's individual care routines. She regularly exchanges information about children's achievements and next steps in learning, to help parents

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need to do better?

support their learning at home. Feedback from parents is positive and they are happy with the care their children receive. The childminder adopts a professional approach. She regularly obtains the views of parents to help her reflect on and adapt the service she provides to ensure continuous improvement. n Promoting children's health is a prime focus. The childminder provides children with healthy and nutritious meals, daily walks and regular physical exercise. She works well with parents to support children's good dental health. For example, children have visited the dentist with the childminder, and she shares with parents the importance of taking their children to the dentist. n The childminder has good knowledge of how to support children with special educational needs and/or disabilities and provides an inclusive environment. She helps children learn about their similarities and differences and about

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need to do better?

communities beyond their own experiences. For example, children taste a variety of cultural foods and listen to cultural music.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support those children who are not as interested in books to develop a deep fondness for stories n plan a broad range of sensory activities, which appeal to children, to help increase their level of engagement when playing indoors.

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Setting details

Unique reference number EY497918 Local authority Solihull Inspection number 10335616 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 6 Date of previous inspection 21 June 2018

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Information about this early years setting

The childminder registered in 2016. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for 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 childminder and has taken that into account in their evaluation of the childminder. n The inspector and the childminder completed a learning walk together to gather information about the experiences provided. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector carried out a joint observation and held discussions with the childminder. n The inspector looked at relevant documentation and evidence of the suitability of adults living in the household. n The inspector took into account the views of parents.

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Inspection activities

25 April 2024 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

25 April 2024 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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