Hughes, Sarah Louise

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 arrive happy and keen to spend time in the childminder's care. The childminder is kind and nurturing and children develop a close bond with her. Children demonstrate a strong sense of belonging. They move around the childminder's home freely and explore the environment with confidence. The childminder is attentive and joins in with children's play. The childminder regularly takes children out on trips in the local and wider community, which helps to enhance their understanding of the world. Children enjoy plane spotting at the nearby airport and visits to the local library, farms and parks. The childminder takes children to toddler groups, where they have opportunities to form new friendships and practise their developing social skills in larger groups and with others less familiar to them.

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The provision is good

Children benefit from consistent boundaries and familiar routines. They help with daily tasks, such as tidying away toys. The childminder supports children to develop their independence. Children manage their self-care routines, such as going to the toilet independently. They learn to dress themselves. Children demonstrate a positive attitude towards their learning and develop the skills and attitudes they need for their next stage of learning, including their eventual move to school.

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need to do better?

n The childminder has high expectations for children's achievements and offers high-quality care and education. She has developed an ambitious curriculum that focuses on children's interests and builds on their existing knowledge. The childminder is aware of the different services she can use to support children with special educational needs and/or disabilities, and how to access them. n The childminder places a strong focus on children's language development. She continuously engages children in discussions and conversation, models correct sentence structure and introduces new words, such as 'section' and 'evaporate'. The childminder asks children thought-provoking questions that encourage them to express their opinions and ideas. n The childminder has high expectations for children's behaviour. She teaches children to be kind and respectful towards each other. Children listen to the childminder's reminders on keeping safe, and they learn to share, take turns and

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need to do better?

negotiate with each other. n The childminder supports children's learning as she interacts with them as they play. However, at times, her attention is drawn to the oldest children. As a result, on occasion, younger children find it harder to take part and benefit from the childminder's high-quality interactions. n The childminder skilfully integrates early mathematical concepts into play and routines. As children join in water play, the childminder introduces terms such as

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need to do better?

24 June 2025 'more', 'less' and 'full'. She encourages children to explore which materials will float or sink. At snack time, the childminder asks children to count the number in the group and determine the number of plates required. n The childminder provides children with a broad range of activities that captures their interests. However, on occasion, the childminder plans group activities that do not always take account of the varying ages and developmental levels within the group. Consequently, at these times, children do not fully benefit from the experience. n The childminder boosts children's self-esteem and confidence with regular praise and encouragement, for example when children use good manners, show kindness to others or complete a task. n The childminder supports children to learn about and develop healthy lifestyles. She works closely with parents so that children bring along healthy packed

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need to do better?

lunches and snacks. The childminder talks to children about the benefits of nutritious food and healthy portions. n The childminder ensures children have lots of opportunities to spend time outdoors in the fresh air. Children develop their large muscles as they use climbing apparatus, push themselves along on ride-on toys and use rockers. n The childminder demonstrates a commitment to continuous improvement and has a proactive approach to enhancing her service. For example, she undertakes training and online research to further develop her knowledge and skills. She meets regularly with other childminders to share ideas and best practice. n Parents are full of praise about the childminder. They say she provides them with regular feedback on their children's achievements and next stage of learning. Parents say their children thoroughly enjoy their time in the childminder's care. They comment on the good progress their children make.

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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 give careful consideration to children's age and stage of development when planning group activities n review evaluation of own practice to identify ways to achieve consistency of support across the curriculum for the youngest children.

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Setting details

Unique reference number EY335245 Local authority Solihull Inspection number 10388709 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 8 Date of previous inspection 24 July 2019

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Information about this early years setting

The childminder registered in 2006 and lives in Solihull. She operates all year round from 7.30am to 5.30pm, Monday and Friday, and 8am until 5.30pm Tuesday to Thursday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. The childminder provides funded early years education for children aged between nine months and four years.

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Inspection activities

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 and assessed the impact that this has on children's learning. n The inspector spoke to parents and took account of their views. n The childminder provided the inspector with a sample of key documentation.

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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

24 June 2025 24 June 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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