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 generates warmth and kindness as she welcomes children into her home-from-home setting. Her current focus is on providing tailored settling-in sessions for new children and children returning following the summer break. She gathers a broad range of information about children before they start and uses this to build strong bonds with each child. Children respond positively to the childminder's caring approach and show they feel happy and secure in her care.

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The provision is good

Children freely explore the wide range of resources and activities on offer. The childminder enthusiastically supports children to extend their sense of curiosity and models different ways to play with new or unfamiliar resources. The childminder supports early communication skills with the use of gestures, words and songs. This helps children to share their ideas and feelings, and promotes their confidence and well-being. Children are introduced to an active, healthy lifestyle. The childminder ensures children have daily opportunities to play outdoors to promote their physical development. They practise rolling and throwing balls in the garden, and visit local groups and parks to develop their balancing and climbing skills. Healthy drinks and snacks are available, and parents are supported to provide healthy lunchboxes. The childminder helps children to understand the importance of making healthy choices from an early age.

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need to do better?

n The childminder ensures the ongoing suitability of adults who live or work in the household. Assistants receive regular support and training to maintain their knowledge and understanding of how to promote children's health, safety and well-being. The childminder prioritises her continued professional development to extend her knowledge of how children learn across all areas of learning. The childminder has sound risk assessments in place, which are constantly reviewed to reflect children's changing needs and abilities. Overall, documentation is accurate and up to date. However, daily registers of attendance are not consistently accurate as they do not include children who are collected by the childminder on the way to school. n The childminder knows the children in her care extremely well. She gathers information from parents when children first start. This helps her to understand children's familiar routines and individual preferences. The childminder also uses

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need to do better?

observations and interactions to gather further information on each child's stage of learning and development. This enables her to identify effectively and promote their next steps in learning. n The childminder plans an ambitious, play-based curriculum that clearly builds on what children already know and provides opportunities for them to learn more. She gives children ample opportunities to model new language as she provides a

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need to do better?

5 September 2024 narrative to support what they are learning. The childminder has recently introduced the use of visual aids to help children prepare for transitions in the daily timetable. However, these are not used consistently throughout the day. This means some children become unsettled as they do not have sufficient time to prepare for changes to their routine. n Children are kind and considerate to each other. The childminder is a strong role model and sensitively encourages children to be kind to one another. Children build strong bonds with the childminder as they settle into the new environment and routines. Children play happily alongside one another and are supported to manage their feelings when they have to share resources with their friends. n Children are curious learners and are keen to investigate the inviting and interesting environment. The childminder enthusiastically responds to children as

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need to do better?

they take her hand and indicate a new toy or play area they wish to explore. Children enjoy feeling soft scarves on their faces as they play peek-a-boo, and are fascinated by posting various objects into different spaces. The childminder ensures children feel valued and supports them to follow their interests. n Parents and carers fully appreciate the high-level support provided by the childminder. They value the daily information she shares about their child's experiences and feel fully involved with plans to support their child's individual needs. The childminder shares assessment records with other professionals, such as health visitors and teachers, which promotes a cohesive approach to supporting children's continued progress in their learning and development.

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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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Due date

ensure attendance registers are accurately completed on a daily basis. 30/09/2024

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should:

n provide more consistent support for children to plan for changes in their routines throughout the day, to ensure they are fully aware of what is expected of them and help them to prepare accordingly.

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Setting details

Unique reference number EY537886 Local authority Solihull Inspection number 10355074 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 12 Date of previous inspection 15 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Chelmsley Wood, Birmingham. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3 and employs two assistants. The childminder receives funding to provide early years education for children from nine months to four- years-old.

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Inspection activities

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 The inspector observed the interactions between the childminder and the children. n The inspector spoke to parents and carers during the inspection and took account of their views. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke to parents and carers during the inspection and took account of their views.

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Inspection activities

5 September 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

5 September 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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