Childminder 504626

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 quickly in this warm and welcoming setting. The childminder takes the time to get to know the children exceptionally well when they first start attending, which helps them become very comfortable and confident. Children seek the childminder out for reassurance and as a joyful play partner. Babies happily explore the toys and resources that the childminder sets up for them. They develop their fine motor skills and hand-eye coordination as they manipulate the interesting resources in the 'treasure basket'. Even the youngest children remain engaged for prolonged periods as they follow the childminder's lead to operate pop-up cause- and-effect toys successfully. They giggle and make excited sounds as they press the buttons.

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The provision is good

Children benefit from socialising with others. Together with the childminder, they attend local groups and explore community facilities such as soft play and the play village. The childminder recognises the importance of children developing relationships with others. She supports children in developing their awareness of how to take turns and cooperate with others through play with their peers. The childminder encourages children to engage in adventurous play as they access larger pieces of equipment in community play spaces. This helps build children's physical skills and has a positive impact on their confidence.

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need to do better?

n The childminder has developed a curriculum that meets the individual needs of the children in her care. She gathers information from parents when children first start and encourages them to share their thoughts about their child's development. This provides her with a starting point from which she carries out her own careful observations. The childminder uses this information purposefully to plan for the children's learning and development. n The childminder takes into account children's interests and learning preferences. For example, for children who are fascinated by animals, she incorporates this into counting, sorting and mark-making experiences. This skilful planning supports children in engaging and focusing across all seven areas of learning. n The childminder is committed to ongoing professional development. She attends webinars and training sessions frequently. She uses newly acquired knowledge

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need to do better?

to build her provision further. For example, she reflects on how she can ensure that daily routines add value to children's learning and understanding by challenging them appropriately. n The childminder is an excellent role model for children's communication and language development. She skilfully listens and tunes into the verbal and nonverbal communication of the children in her care. For example, she follows the eye gaze of babies when they are choosing which book they'd like to share.

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need to do better?

3 September 2025 n The childminder skilfully introduces new vocabulary in context and narrates children's play. This approach helps children to make connections between actions and words. For example, she repeatedly uses the terms 'in' and 'out' as babies delight in filling and emptying containers. n The childminder ensures that intimate care is respectful. She is compassionate with children who are still settling in. The childminder embeds consistent hygiene practices for older children. However, she has not yet fully considered how to incorporate hand hygiene for younger children to support their understanding of healthy routines from an early age. n Children's behaviour is excellent. The childminder has high expectations of them, and she consistently supports all children to make positive behaviour choices. Children respond eagerly to the childminder as she adjusts her communication style to meet their individual needs. The childminder is an excellent role model,

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need to do better?

as she consistently demonstrates kindness and compassion towards the children. This, in turn, encourages children to be kind to their peers. n The childminder is enthusiastic about nurturing children's love of books and stories. She ensures that there are high-quality texts for children to choose from that reflect their stage of development. Children snuggle into the childminder as they look at books together. Even the youngest children know how to turn the pages, helping to lay firm foundations for early literacy skills. n The childminder creates opportunities for children to count with a purpose through stories and daily routines, such as building towers with bricks. She skilfully introduces mathematical language into her communication with children to develop their understanding of mathematical concepts. For example, she explains to babies how some items are 'too big' as they try to push them into a

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need to do better?

container. n The childminder fosters excellent bonds with parents, who consistently comment positively on the support she offers. Parents fully appreciate the significant progress that children make while in the childminder's care. They state that they trust the childminder implicitly. Parents share that they know their children are safe, secure and exceptionally well cared for in her provision.

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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 develop effective hand hygiene practice for babies and young children to support their understanding of the importance of healthy routines.

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Setting details

Unique reference number 504626 Local authority Solihull Inspection number 10398427 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 3 Date of previous inspection 21 October 2019

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Information about this early years setting

The childminder registered in 1992 and lives in Shirley, West Midlands. She operates all year round from 7am to 6.15pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 5. She provides funded places for children aged from nine months to four years.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

3 September 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

3 September 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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