Childminder EY444623

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 thrive in this welcoming, warm and exciting environment. They have many interesting opportunities for play and exploration. Regular visits to groups allow children time to socialise and learn about playing cooperatively, sharing and turn taking. The childminder is warm and nurturing. Children's emotional well-being is a high priority. Children form close relationships that mean they are secure and safe in the childminder's care. They smile as she speaks to them and they respond to requests and tasks. Lovely interaction with the childminder supports children's learning well. Children learn about early mathematics. They explore numbers and look at similarities and differences. They recognise numbers to 10 and place each number in the box with the same number. Children think about how words are formed as they listen to sounds. The childminder skilfully introduces phonics and children think about what letters the words may start with. Behaviour is good.

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The provision is good

Children follow simple instructions. They are familiar with the routine of the day and look forward to each new event. As a result, they become confident, motivated learners. The childminder has high expectations for children in her care to make the best possible progress.

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need to do better?

n The childminder regularly reviews her own practice. She keeps her training and knowledge up to date. She has access to online courses to support her learning. She considers what she has learnt and how this will impact on her practice well. She supports children to learn to self-regulate their behaviour. Lots of praise and encouragement help children to develop a positive attitude to learning. Children begin to think about how their actions may affect others. n A good understanding of how children learn across the areas of learning leads to a range of interesting and exciting activities that support children's thirst to learn. Accurate assessment of each child means that their next steps are precise. These target what it is that children need to learn next. Children make good progress. n Children's physical development is well supported. They build their fine motor skills as they hold crayons and pencils and practise pre-writing skills. That said,

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need to do better?

children do not always follow their own lead in writing to create their own marks. Children use their larger muscle groups as they jump onto floor tiles. They can name a range of colours. Children have access to a large outdoor play space where they can run and play safely. n Teaching is strong. Well-planned activities inspire children to learn. Children are introduced to different textures through different-coloured rice. The childminder adds shapes and numbers to the rice and children look for these in turn. Children explore how the rice feels and help to hide the shapes in the different colours of the rice. The childminder skilfully supports children's speech and

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need to do better?

17 December 2019 language. Children look at different-sized shapes and identify if they are 'big' or 'small'. The childminder checks that children's learning is secure before moving on to their next stage. n Effective hygiene practices support children's health and well-being. Children become independent in their own self-care. They know the importance of washing their hands before and after meals. The childminder talks to children about how food helps them and how it builds their energy for physical activities. n Children learn about our wider society. The childminder uses the seasons to introduce different festivals and celebrations to children. They see people in the community. That said, children are not introduced to the range of diverse families in our communities so that they can learn to respect and value all people. n Partnership with parents is good. The childminder obtains information from parents at the start of a child's placement. She completes a baseline assessment

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need to do better?

of what children know and can do. An exciting curriculum teaches children the skills they will need for their next stage of learning. Information about children's progress is shared with parents to support children's learning at home. Parents are very happy with the care their children receive. Children enjoy their time with the childminder.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role and responsibility to safeguard children in her care. A suitable understanding of the signs and symptoms of the indicators of abuse means that she can identify areas that may indicate that a child is more vulnerable to abuse. She knows the procedures to follow in the event she has a concern about a child in her care. A daily risk assessment of the premises is completed by the childminder. She is aware of what might present as a risk to children and takes action to minimise any risks so that children can play safely.

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should:

n enhance opportunities for children to explore different families in our diverse communities n encourage the marks that children make independently to support their emerging pre-writing skills.

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Setting details

Unique reference number EY444623 Local authority Birmingham Inspection number 10075137 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 3 to 8 Total number of places 6 Number of children on roll 2 Date of previous inspection 13 April 2016

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Information about this early years setting

The childminder registered in 2013. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a level 3 qualification.

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Inspection activities

n The inspector observed planned activities during the inspection. Following this, the childminder evaluated the quality of the teaching and the impact this had on children's learning. n All areas of the premises were viewed. The childminder explained how she makes a risk assessment of the premises to minimise risks to children. n During the inspection, the inspector spoke to the childminder and children present. She observed their interactions and how the childminder engaged the children. The inspector also took account of the views of parents in person and in writing. n A range of documentation was seen by the inspector. This included a sample of policies and procedures and evidence of suitability checks on persons aged over 16 years living at the premises. The inspector viewed children's records and learning journals.

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Inspection activities

17 December 2019 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

17 December 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

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