Smith, Kathryn Helen

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

Children settle well and receive a warm welcome and cuddles from the childminder. The learning environment is homely and nurturing. The childminder helps the children to feel safe and secure. The strong bond children have with the childminder is evident. Children gain the confidence to explore and learn, and they make good progress. The childminder models respectful language and kindness. She is attentive to children's needs. For example, she recognises when young children are hungry or tired. The childminder is flexible and adapts her routine to meet children's individual needs.

p.2

The provision is good

The childminder gathers children's starting points and interests. Her curriculum broadens children's experiences, communication and social skills. The childminder sequences her curriculum to develop children's next steps. For example, she plans learning experiences to help children strengthen the small muscles in their hands and fingers. Children use their fingers to grip objects in a container and squeeze different materials in a sensory bag. This supports the development of hand muscles for early writing.

p.2

The provision is good

The childminder uses resources to support and enhance children's sensory play. For example, she plays peekaboo using coloured chiffon scarves. Children wonder who will hide under the scarf next. The childminder's enthusiasm and interaction help babies develop their attention and concentration. She models turn-taking and develops children's understanding of what is happening. For example, she poses questions such as, 'Where have you gone?'

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need to do better?

n Parents speak highly about the service the childminder provides. They praise the childminder's care, support and dedication to the children. Parents comment that the learning environment is a 'truly inclusive and nurturing space' and that communication is excellent. The childminder keeps them well informed about their child's day. For example, she provides them with messages, photos and verbal updates. n The childminder completes training and keeps her knowledge current. She uses online webinars and meets other childminders to discuss activities and ideas. The childminder reflects on her teaching and recognises areas she wants to develop. However, she does not consistently gather parents' views to review and reflect on her provision. n The childminder supports children's communication and language very well. For example, she makes sounds and gestures to attract a baby's attention. She uses different tones when speaking to engage children, which helps to maintain

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need to do better?

children's attentions and concentration. The childminder's pronunciation is clear.

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need to do better?

25 November 2024 She consistently models new vocabulary during activities. For example, the childminder models the word 'squeaky', which describes the sound children can hear as they squeeze a sensory bag. n Children learn about their local community and the wider world. They enjoy regular play sessions with other childminders and the children in their care. This helps develop their social skills. Children go for walks and visits, such as to the pumpkin farm. The childminder encourages children to enjoy the outdoors and learn about the seasons and natural world. For example, they observe changes in the garden throughout the year and collect natural objects in the park. n The childminder introduces early mathematics into everyday play. She counts objects with the children, such as the number of raspberries in their lunch box. The childminder reinforces colour recognition through sensory materials, such as

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need to do better?

pom-poms and leaves. n Children develop good physical skills due to the range of experiences on offer. They enjoy plenty of fresh air and exercise as part of their daily routine, such as walks to the park and school. Indoors, babies have ample space to crawl, pull themselves up and stand. The childminder builds babies' confidence by moving a sensory tray closer. This encourages them to pull themselves up to stand. n Generally, the childminder teaches children the importance of healthy living well. For instance, she provides nutritious snacks and ensures that children have a healthy lunch box. Children also enjoy physical exercise and plenty of fresh air. However, the childminder does not always support children to understand the importance of good hygiene routines, such as washing hands after wiping noses and before eating. This does not fully promote their understanding of practices that contribute towards good health.

p.3

need to do better?

n The childminder models good manners at all times. Children understand from an early age to use 'please' and 'thank you'. The childminder engages babies in turn-taking to encourage sharing. Children receive consistent praise for their achievements. They express their enjoyment through giggles and clapping.

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 consider ways to gather the views of parents more consistently to help reflect on practice and support continuous development n strengthen children's understanding of why hygiene practices such as washing their hands and wiping noses are important.

p.3

Setting details

Unique reference number EY348411 Local authority Solihull Inspection number 10365670 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 4 Date of previous inspection 6 February 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Shirley. She operates all year round, from 7.30am to 5.00pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. The childminder offers funded early education places to all eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. 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 The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this has had on children's learning. n The inspector read written feedback and spoke to parents during the inspection and took account of their views.

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Inspection activities

25 November 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 November 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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