Childminder EY476063

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 builds close attachments to the children, which helps them to feel safe. She works closely with her co-childminder and provides a safe and stimulating environment for children to play, learn and have fun. The childminder offers children a broad curriculum to build on what they already know and can do. Children play well together. They happily join in with singing and story sessions. Children imitate adults as they read stories to their friends. They speak confidently and clearly, and use pictures to retell the stories. Children spend time investigating and building with construction materials. They follow instructions, test out their own ideas and solve problems as they recreate different structures using a variety of shaped blocks. The childminder and her co-childminder join in with children's play. They question children to extend their thinking and reasoning skills. Children generally engage well in activities and show motivation for learning. However, the

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The provision is good

childminder has not fully considered how to adapt planned activities to help children sustain high levels of concentration and remain deeply engaged. That said, the childminder has sound expectations and supports children to make good progress from their starting points.

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need to do better?

n The childminder works closely with her co-childminder and has continued to keep her knowledge and skills up to date after a period of maternity leave. She completes the required training and gains some ideas from her co-childminder. However, she has not considered how she can further enhance the curriculum and her teaching skills to fully extend the educational experiences offered to all children. n The childminder's teaching generally helps children to embed their skills in preparation for school. She spends time engaging in dialogue with them and provides support and guidance to give them the confidence for their future learning. Children articulate what they know and are eager to express their ideas. During routines, the childminder encourages children to count quantities and do simple calculations. This helps them to learn mathematical concepts appropriate for their age. However, the childminder does not consistently think

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need to do better?

about how to adapt adult-led activities as well as possible. On occasion, some children lose interest as the childminder does not promote their concentration at the highest level. n Partnerships with parents are good. The childminder gains detailed information about each child and their family when they first start. She shares information with parents about children's learning and provides ideas and resources to support home learning. The childminder offers advice and guidance to help parents to support children with reaching important milestones, such as gaining confidence with using the toilet independently. Parents' views are positive.

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need to do better?

22 January 2020 Parents are very happy with the care and learning that the childminder and her co-childminder provide. n The childminder observes and assesses children. She completes the progress check for children between the ages of two and three years and uses this to identify any gaps in their learning. The childminder and her co-childminder gain advice from other professionals to provide targeted intervention, as necessary, to help narrow the gaps. n Children's personal and emotional well-being is supported well. The childminder and co-childminder are sensitive and nurturing to the children's unique qualities. Children are extremely independent. The childminder gives children the responsibility of preparing and setting the table for snack and lunch times. She encourages them to work out how many bowls and cups they will need, to challenge their learning. Children have daily opportunities for outdoor play and

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need to do better?

exercise. They go on regular trips and visits in the local community. n The childminder and her co-childminder are good role models and have high expectations for children's behaviour. Children show mutual respect to their friends and adults. They show they are proud of their achievements and respond positively to praise and encouragement. This helps children to become confident and resilient learners.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is vigilant and fully understands her responsibility to keep children safe from harm. She identifies risks to children and minimises these. The childminder helps children to develop a good understanding of taking risks safely. She is alert to the different types of abuse, including wider safeguarding concerns. The childminder regularly reviews and updates her polices and procedures in line with guidance and legislation. She has completed recent training to keep her knowledge up to date. The childminder is confident with the local referral procedures.

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should:

n enhance the curriculum and identify ways to increase teaching to develop children's educational experiences even further n consider how to adapt activities even further to help all children to sustain the highest levels of concentration.

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Setting details

Unique reference number EY476063 Local authority Birmingham Inspection number 10075822 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. She works with her sister, who is also a registered childminder, in Nechells, Birmingham. 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 2 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 checks 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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