Childminder in Solihull

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

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The provision is outstanding

Children's language is highly enriched by back-and-forth exchanges with the childminder and her assistants. An abundance of action rhymes and the sharing of books give children rich opportunities to learn and understand new words in context. These experiences happen daily for children to support their early communication and literacy development. Babies and two-year-old children snuggle up on the sofa to look at different age-appropriate books with the childminder and her assistant. Two-year-old children listen to words that are opposite in meaning to the other, for example 'fierce' and 'meek', 'fast' and 'slow' and 'weak' and 'strong'. Two-year-old children show their knowledge of these words as they move their arm above their head and below. The childminder skilfully introduces words such as 'accelerate' as two-year-old children wish to move on quickly with the story and look at other pages. The planning of the curriculum and frequency, repetition and

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The provision is outstanding

depth of the experiences for children are fundamental to their excellent progress.

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The provision is outstanding

Highly positive relationships support children's well-being. Children demonstrate appropriate levels of self-control for their age. This is because the childminder and her assistants tune in to children's signals and respond sensitively and consistently to meet their needs. Children have extremely positive attitudes to their play and learning. They show how they are happy, safe and secure in the care of the childminder and her assistants.

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need to do better?

n The broad and ambitious curriculum supports children extremely well to practise what they already know and develop new knowledge and skills. Children have extensive opportunities to learn by leading their own play and take part in play which is guided by adults. Children progress exceptionally well from their starting points. They develop the skills they will need for their eventual move on to school. n The childminder and her assistants introduce children to a broad selection of action songs. They place a strong focus on extending children's communication and vocabulary. The childminder changes the words of a song to link with the current theme. For example, she encourages children to stomp their feet 'like a dinosaur' as they sing. Two-year-old children show their understanding of tempo. For instance, they direct the childminder and her assistants to sing the song 'Head, Shoulders, Knees and Toes' fast.

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need to do better?

n The childminder and her assistants support children's large- and small-muscle development incredibly well. For example, babies get into wheeled toys without support. They crawl in different ways and directions. Babies show how they can transfer physical skills learned in one context to another. For example, they pull themselves to standing and make marks with chalk on the easel outdoors. The

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need to do better?

17 July 2024 childminder and her assistants know when to step back and when to offer support. Children learn the physical risks they are confident and able to take. n Children learn how dinosaurs lived 'millions of years ago'. They are introduced to words, such as 'habitat', 'desert', 'forest' and 'wetland'. The childminder and her assistants replicate these environments with different materials. Children feel the change in the texture of the sand when water is added. They also see how rocks move differently in liquid. The childminder and her assistants constantly find ways to build on children's interests and to extend their sensory experiences further. n The childminder's love of mathematics is equally relished by children, who show excellent development in this aspect of their learning. For example, two-year-old children accurately identify colours and shapes, such as the orange triangle and the blue square. They count confidently from one to 10 and randomly identify

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need to do better?

these numbers on the car mat and outside. The childminder and her assistants introduce number and shape to children incredibly well. n Parents speak extremely highly of the childminder. They describe her as 'absolutely amazing'. Parents talk of their child's excelled progress in their communication, reading, writing and mathematical skills. They state how the childminder always has their child's best interests in mind. For example, parents explain how the childminder finds alternative ways for children with allergies to take part in play so that this does not hinder their opportunity to learn. n The childminder is extremely passionate about her role. She provides high- quality, inclusive care and education to all. The childminder has effective systems in place for the supervision and support of her assistants. She shares her knowledge daily so that their practice consistently builds and improves to benefit

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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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Setting details

Unique reference number 2688849 Local authority Bradford Inspection number 10357398 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Bradford. She operates all year round, from Monday to Friday. Sessions are from 7am to 5pm. The childminder works with two assistants. She provides funded early education for two-, 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 childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the childminder and her assistants with the inspector.

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Inspection activities

17 July 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

17 July 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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