Childminder EY476061

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

The childminder has transformed her home and garden into a safe, stimulating learning environment for children to explore and have fun. Children are extremely settled and show that they feel safe. They speak to visitors with confidence and excitedly talk about what they enjoy doing. Children benefit from a good range of experiences to help them gain skills for the future. They enthusiastically join in with a singing session and enjoy using props to make links in their chosen songs. Children have the confidence to sing solo as they sing nursery rhymes to their friends. They all join in with actions and demonstrate good physical control. Children excitedly play imaginatively with small-world animals. They invite the childminder and her co-childminder into their play. The childminders' skilful questions provide more challenge to extend children's learning. Children have lots of opportunities to problem-solve and test out their ideas as they build and

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The provision is good

construct with a range of building blocks. They are motivated and are becoming resilient learners. Children focus well during self-chosen play and are eager to share their experiences with others. However, at times, they struggle to talk about how they are feeling and the effect their actions may have on their peers. That said, the childminder is responsive and has high expectations of behaviour. She works together with parents to support children to manage their own feelings and behaviour.

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need to do better?

n The childminder works well with her co-childminder. She evaluates the provision to ensure that all children benefit from a good range of experiences. The childminder completes a range of training and research to support the implementation of her curriculum. For example, she has recently completed a webinar about teaching girls and boys. This has had a positive impact on the way in which she fosters children's individual learning styles to support them in their learning. The childminder shares her knowledge with her assistant and her co-childminder to broaden their skills and knowledge. n The childminder knows the children and their families extremely well. She identifies the unique support that each child needs to give them the best start in their learning. The childminder identifies when children are starting below expected levels for their age and where the gaps are in their learning. She plans activities based around children's next steps to help narrow the gaps. The

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need to do better?

childminder shares regular progress summaries with parents to support children's learning at home. However, she does not always use her ongoing assessments of children's progress to sharply focus planned activities, so that they are highly effective in helping every child to make the best possible progress. n Children are being supported to gain the skills needed in preparation for school.

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need to do better?

22 January 2020 They benefit from lots of opportunities to engage in stories, songs and rhymes. They confidently engage in discussions with the childminder and her co- childminder. They show that their learning is embedded as they use memory and recall their favourite stories. The childminder places a strong focus on developing children's confidence, and they are encouraged to make decisions in their learning. The childminder skilfully threads mathematics throughout activities and routines. Children demonstrate a good understanding of counting, number recognition and quantities. n Children's independence is fostered very well. The childminder places a strong focus on supporting children to use the toilet independently. She helps them to understand how and why they need to wash their hands thoroughly. This enables them to gain a good awareness of positive hygiene practices. Children use good coordination and control as they use safety knives to cut their bananas

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need to do better?

independently. When they finish eating, they confidently put their bowls and cups into the dishwasher. n The childminder and co-childminder are good role models. They encourage children to be polite and to use their manners. Children behave generally well. Older children play cooperatively and talk confidently about the friends they like to sit and play with. On occasions, when some children struggle to see the impact their behaviour may have on others, the childminder takes appropriate action to support them. For example, she encourages children to share and take turns. However, she has not fully considered how to provide further opportunities to help children to talk about how they are feeling and the effect their actions may have on their peers. n Children are emotionally secure and build strong attachments to the childminder and co-childminder. The childminder recognises the need to provide children

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need to do better?

with lots of opportunities to be physically active. She has developed her garden so that it can be used in all weathers. Children go on daily walks in the community and visit the local parks and library.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular safeguarding training. She has detailed procedures in place to support the safe running of her provision. The childminder is confident with the procedures to follow if she feels that a child is at risk from harm. She monitors children's attendance and is alert to the possible signs of the different types of abuse. This includes signs relating to wider safeguarding issues, such as the 'Prevent' duty. The childminder provides children with a safe and secure environment. She identifies and minimises any risks to children. The childminder teaches children to keep themselves safe as they use a range of equipment in the provision and when out on trips and visits.

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should:

n enhance the monitoring of children's progress and use what is known about children to plan a curriculum that is highly focused on helping them to continue to make the best possible progress n provide more opportunities to help children to talk about their own feelings and the effect that their behaviours may have on the feelings of others.

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Setting details

Unique reference number EY476061 Local authority Birmingham Inspection number 10075821 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 11 Total number of places 6 Number of children on roll 7 Date of previous inspection 22 February 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Nechells, Birmingham. She works with a relative, who is also a registered childminder. The childminder operates Monday to Friday from 7am to 6pm, all year round. She offers funded early education for two-, three- and four-year-old children. The childminder holds a level 3 qualification.

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Inspection activities

n The inspector had a tour of the premises and discussed the childminder's plans for how she promotes each child's learning. n The inspector completed a joint observation with the childminder and discussed her evaluation of the activity. n The inspector observed a range of activities and evaluated the impact of the quality of teaching on the children's learning. n The inspector spoke to the childminder at appropriate times during the inspection and discussed her evaluation and monitoring of the provision. n The inspector looked at documentation, including the suitability of the childminder and adults in the household, and training certificates. n The inspector looked at written feedback from parents and took account of their views. The inspector spoke to and interacted with the children.

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Inspection activities

22 January 2020 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

22 January 2020 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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