Ali, Isbah Mubeen

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 provides a safe and nurturing, home-from-home environment for children. She is warm and welcoming, which enables children to settle quickly on arrival. Children show they feel content and safe in the childminder's care. The childminder supports children's individual needs well. She provides a stimulating environment and gives children praise and encouragement, which inspires them to enjoy learning.

p.2

The provision is good

The childminder provides children with an interesting, varied curriculum that encourages perseverance and experimentation. Children choose what they want to play with and confidently access toys and resources independently. For example, younger children skilfully climb up a climbing frame. As they do this, they are able to talk about what they are doing. Older children spend time playing in the water. They coordinate their bodies well as they fill and empty containers and delight in learning new concepts and words like 'full' and 'empty'. This helps children to develop their physical skills, language and independence.

p.2

The provision is good

The childminder knows all of the children well. She is a good role model, nurturing and calm. The childminder reinforces positive behaviour through clear, consistent rules and boundaries. This encourages children to learn to behave well. Children develop good friendships with each other. They share and demonstrate good manners as they say 'please' and 'thank you' to one another at appropriate times of the day. The childminder praises children for their efforts, which builds self-esteem and confidence. The childminder teaches and encourages children to take care of the indoor and outdoor environment by asking them to tidy up before moving on to the next activity.

p.2

need to do better?

n From the start, the childminder gathers detailed information from parents. She uses this information to plan a broad and varied curriculum that focuses on what children need to learn next. The childminder shares information with parents about what their children have been learning and the progress they make. Parents report that their children look forward to attending, have made good progress and are settled and happy. n The childminder arranges her environment well to suit the needs of the children in her care. For instance, during free play, children lead their learning as they are curious and freely explore the resources that are set out and well planned to meet their needs. However, during adult-led teaching times of the day, the childminder does not always have a clear plan and focus as to what she wants the children to learn. n Regular outings and trips are planned. Children enjoy walks around the local

p.2

need to do better?

4 June 2024 community and attend regular groups with other childminders and their children. This ensures that children have opportunities to socialise with other adults and children, which supports their social development well. n The childminder generally supports children's communication and language skills well. She provides a stimulating environment and models good language. During activities, the childminder talks to children as they play. She offers praise, gives them lots of instructions, and asks questions. However, the questions she asks are very direct and do not encourage or promote discussion and conversation. The childminder also does not always give children enough time to respond to her questions and comments. This means that children are not always able to process what has been asked or said. n The childminder promotes children's safety and health and follows good hygiene practices. For example, she provides home-cooked, healthy, nutritious food for

p.2

need to do better?

children throughout the day. Children know they must wash their hands before meals. The children and childminder have conversations about healthy eating and safety during mealtimes. n Children enjoy lots of fresh air daily. They like playing in the childminder's garden. Children independently put on their shoes to play outside. They use their large-muscle skills to climb, pour, push and swing. This gives children plenty of opportunities to further their physical development. n The childminder supports children with special educational needs and/or disabilities. She gathers detailed information and uses it well to identify possible developmental delays. She works with parents and links in with external agencies to ensure that children receive the right support at the right time and make good progress. n Children enjoy learning about different festivals, such as Eid. They dress up, try different foods and link in with the local school to further extend this learning.

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need to do better?

This helps children learn about the wider world and communities that are different from their own.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n develop different teaching strategies to support children's communication and language development and help them make the best possible progress n focus more precisely on the identified learning intentions for children during adult-led activities, to ensure that they make the best possible progress.

p.3

Setting details

Unique reference number EY382535 Local authority Solihull Inspection number 10339172 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 3 July 2018

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Solihull. She operates from 7.30am to 5.30pm, Monday to Friday all year round except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.4

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 childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The inspector observed the interactions between the childminder and the children. n The inspector took account of parents' views during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

4 June 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

4 June 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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