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 and assistant provide a welcoming, happy and highly nurturing family environment. Children demonstrate that they are safe and secure through confident attachments. The childminder and her assistant are good role models. This helps children to be respectful and well behaved. Children have strong bonds as they play and engage with each other to share toys and resources. These interactions are warm and purposeful and help children to understand social relationships. The childminder and her assistant know the children well. They acknowledge when children need comfort and reassurance or when they are tired, hungry and need help. Children are provided with well-established routines. For example, they help to tidy away for the next activity and actively take part in good hygiene practices.

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The provision is good

The childminder plans the learning to ensure that children are school ready. She prioritises children's personal, social and emotional development, as well as their communication and language skills. The childminder and her assistant develop and extend children's vocabulary throughout every activity. For instance, the childminder spontaneously points out a bee buzzing in the garden and introduces new words, such as 'pollen', to help children understand what the bee is searching for inside the flowers.

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need to do better?

n The childminder knows what she wants children to learn and works on building and extending what they already know and can do. She skilfully assesses children and uses the information to plan a range of learning activities to help them make progress. However, some activities are not organised well enough to engage all children effectively. For example, the equipment that the children have access to during a cooking activity is not suitable for them to manage chopping their own vegetables. As a result, the focus of the activity is lost and children lose concentration. n The childminder understands the impact the COVID-19 pandemic has had on children's personal, social and emotional development. She ensures that her routine accommodates extended parental stays during induction. The childminder maintains consistent care and ensures that children engage well socially, recognising the emotional well-being of all children. The childminder has

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need to do better?

a good awareness of how to support children with special educational needs and/or disabilities. n Children have plenty of opportunities to develop their communication and language skills throughout the day. They confidently talk to the childminder about what they are doing, such as when they are chalking pictures in the garden. The childminder responds to the children and uses these opportunities

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need to do better?

7 June 2024 to extend their language even further. n Children benefit from plenty of fresh air and exercise. They develop their physical skills well. Children move freely around the childminder's home and garden as they choose resources that interest them. Younger children develop their gross motor skills as they climb indoors and outdoors. For example, they learn to carefully and safely navigate the steps in the garden. n The childminder promotes good health and hygiene routines. Children wash their hands regularly before eating and after toileting and their nappy change routine. Children are encouraged to eat healthy snacks and meals that are freshly prepared daily. The childminder ensures that her home is safe and secure before children arrive. She completes daily risk assessment checks to ensure that preventative measures are in place. For example, she checks and cleans the outside space each day.

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need to do better?

n The childminder teaches children about other cultures and backgrounds through celebrating different festivals throughout the year. Children learn and understand about different people in the community. For example, the childminder promotes children's curiosity about life in modern Britain with regular outings and visits to the library, park and barn. This helps children to learn about the wider world. n The childminder is committed to her professional development. She makes use of a range of courses online, such as training programmes and podcasts related to the early years. The childminder has strong links with other childminders and works in partnership with them to share information, ideas and good practice. This strengthens her skills to enhance her practice effectively. n The childminder has built strong partnerships with parents. They enthuse about the childminder's excellent provision. Parents comment that they are fully

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need to do better?

informed about their children's learning and daily routines, and they report that the two-way communication is continuously effective.

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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 organise adult-led activities more effectively to ensure that all children remain engaged and focused in their learning.

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Setting details

Unique reference number EY362333 Local authority Solihull Inspection number 10335786 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 7 Date of previous inspection 27 June 2018

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Information about this early years setting

The childminder registered in 2007 and lives in the borough of Solihull. The childminder works with an assistant. She operates on Wednesday, Thursday and Friday, from 6am until 5pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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 childminder provided the inspector with a sample of key documentation on request. n The childminder showed the inspector the premises and discussed the safety and suitability of her home. n The inspector observed the interactions between the childminder, her assistant and the children. n The inspector carried out a joint observation of a group activity with the childminder and her assistant. n The childminder and the inspector discussed how the curriculum is implemented and the impact on the children's learning. n The inspector took account of parents' views during the inspection.

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Inspection activities

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

7 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

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

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