Childminder in Birmingham

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children make good progress across the seven areas of learning in accordance with what they already know and can do. The childminder observes children and assesses their stage of development. She plans well so that they are challenged effectively to reach the next stage in their learning. The childminder ensures that children feel safe and secure. The bonds between children and the childminder are strong. Children are happy and settled. The childminder provides a good variety of resources and children confidently make decisions about their play. Older children use their good language skills while engaging in imaginative role play. Younger children confidently explore the play environment and gather different toy vehicles. They concentrate well as they line up their favourite cars. Children explore and investigate. The childminder provides activities in accordance with children's interests. For example, young children notice the marks they can make when they

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The provision is good

dip cars into paint and then manoeuvre them on paper. Older children know that different tyres create different patterns. Children learn the childminder's expectations for behaviour, such as showing kindness and consideration for others. She praises children for their efforts as well as achievements, which helps to boost their self-confidence. Close friendships have formed among older children.

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need to do better?

n The childminder works in partnership with her co-childminder to offer children effective support so that they acquire skills and a capacity to learn. She uses her strong knowledge of how children develop and learn to help all children make good progress, in readiness for the eventual move on to pre-school and school. However, links with other settings where children attend part time are not fully effective in exchanging information to address continuity of learning for children. n Children make good progress in their communication and language development. The childminder adopts effective teaching strategies to support young children in developing a vocabulary of single words and in beginning to put words together. Older children express themselves clearly and talk happily about future events planned by their families. n Children are emotionally secure. The childminder agrees a settling-in period with

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need to do better?

parents in accordance with their child's needs so that they gradually get to know her and the new environment. n The childminder supports children to develop independence, including managing their own hygiene and personal needs. She encourages children to do things for themselves, such as putting on their coats and shoes. Older children can manage zip fasteners. The childminder supports children in making independent, spontaneous decisions about their play. Toys boxes are easily accessible on low- level shelving and are clearly labelled with pictures that show what is inside. n The childminder supports children in being active. Large play equipment in the

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need to do better?

26 November 2019 garden helps them to develop physical skills. Children practise their good handling skills in a variety of ways. Young children remove pieces from inset jigsaw puzzles using a thumb- and two-finger grip on buttons. They operate interactive toys with buttons and switches. Older children's pencil control is good. They create lines and circles and begin to draw recognisable pictures. They can recognise their names in print. n The childminder promotes simple mathematics as she counts to three with young children, and they use their emerging speaking skills to repeat the numbers. Older children can compare quantities up to five. They use their fingers to represent their ages. n The childminder provides some activities that support children's learning about similarities and differences in society. However, she does not fully promote children's learning about different traditions, families and communities outside

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need to do better?

their own experiences. n The childminder completes training and online research to help her review and improve her early years knowledge and skills. She values the support provided by representatives of the local authority. She and her co-childminder have decided that the current priority for improvement is to extend the information initially obtained from parents about what their child already knows.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes training to keep her child protection knowledge up to date. She is aware of the signs of abuse and neglect and knows the local referral procedures to follow if she has a concern. The childminder is aware of the duty to prevent children from being drawn into situations that put them at risk. She makes sure that the house and garden are secure so that children cannot leave unsupervised and unwanted visitors cannot gain access. She identifies and successfully minimises potential risks in the home.

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should:

n extend practice for supporting children to learn about traditions, families, cultures and beliefs outside their own experiences n build fully effective links with all other settings where children attend part time to better address continuity of learning for children.

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Setting details

Unique reference number EY500393 Local authority Birmingham Inspection number 10067392 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 8 Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2016 and works in Birmingham from the home of a co-childminder. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

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Inspection activities

n The inspector observed activities while children played in the indoor play area. n The inspector spoke to the childminder and her co-childminder and to the children at appropriate times throughout the inspection. n The inspector discussed teaching methods with the childminder. n The inspector looked at evidence of the childminder's qualification and training. n The inspector checked evidence of the suitability of all adults living and working in the household. n The inspector looked at a selection of children's assessment records and planning, policies and procedures and a range of other 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

26 November 2019 26 November 2019 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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