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

Children are happy and settled in the childminder's care, and she knows them very well. She meets with parents before their children start to attend, and gathers detailed information about each child's care, interests and prior learning. This information is used, along with her own observations, to provide a tailored learning experience for each child. The childminder focuses on promoting confidence, independence and social skills. Children behave very well and learn how to interact positively with others. The childminder role models and teaches children to share and consider the feelings of other children. Children are caring, helpful and display kindness. For instance, they help each other to tidy up. The childminder has very high expectations for children's behaviour. She reminds them of the rules and encourages good manners. Children receive plenty of praise throughout the day. This supports children's understanding of expected behaviours and promotes their

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The provision is good

personal, social and emotional development.

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The provision is good

Children have the opportunity to spend a lot of time outside of her setting. For example, the childminder takes children on regular outings to a local park and library. She uses this experience to learn about the environment and to develop their independence. Children are confident communicators who enjoy playing with one another and adults.

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need to do better?

n The childminder plans her curriculum according to children's interests and organises activities based on their needs. The childminder monitors children's progress well, including children with special educational needs and/or disabilities. The childminder seeks the advice and support of outside agencies, when required, to help ensure that each child receives the support they need. This helps children to make good progress in their learning and development. n Parents value the care their children receive. They comment that they appreciate the regular communication the childminder provides about their child's progress. They welcome the childminder's advice on ideas of what parents can do to help support their child's learning. This helps to promote a consistent approach to children's learning and development. n The childminder promotes children's understanding of diversity in the community by incorporating activities into the day. She helps children to learn about various

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need to do better?

traditions, foods and stories from around the world. The childminder invites members of the community to her home to help develop children's understanding. For example, a visitor talks to the children about deafness and helps them learn some signs. This helps children to develop an appreciation for others and gain respect for everyone. n The childminder is knowledgeable about child development and keen to develop

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need to do better?

8 May 2025 herself further. She attends regular courses and meets up with other childminders and professionals to keep her knowledge and skills updated. This supports children to have the best possible help to make good progress. n The childminder helps children to develop their mathematical skills well. They often count as they play. For example, children count to 10 to start a race. They use binoculars to find 'butterflies' in the garden, and count how many they have found. The childminder supports children by using mathematical language, such as 'more' and 'less'. n The childminder is eager for all children to do well. Although the childminder wants children to feel successful in what they are doing, this sometimes means that she overly directs children's experiences. She does not always give children opportunity to explore and try out their own ideas in order to extend their creativity further. n Communication and language skills are well supported. The childminder talks to

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need to do better?

children as they play. She narrates children's play and introduces new words to extend their growing vocabularies. For example, while rolling out play dough, the childminder introduces words like 'squash' and 'squeeze'. Children engage and interact when reading books and naming fruits. This supports children to build their vocabulary and become confident communicators. n Children are confident and independent and develop their self-help skills. For example, children are encouraged to put on their own coats, wash their hands and feed themselves. This helps to develop children's readiness for the next stage of their education.

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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 enhance opportunities for children to try out their own ideas and develop their creativity further.

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Setting details

Unique reference number EY540693 Local authority Solihull Inspection number 10392230 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 12 August 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Solihull. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at degree level. The childminder provides funded early education for eligible children.

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Inspection activities

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 her early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n Parents shared their views of the setting with the inspector. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

8 May 2025 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

8 May 2025 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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