Childminder in Birmingham

Overall effectiveness Good

The quality of education Outstanding 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 feel safe and secure with the childminder. She is warm, kind and nurturing towards them. Children have formed strong attachments with her. Children develop kind and caring friendships with others who attend. They enjoy talking and laughing together as they eat lunch at the dining table. The childminder provides a rich and varied curriculum of activities and experiences for children to enjoy. She has high expectations for what they can achieve. Children are eager to take part in the activities that are planned for them. They are keen to take on challenges and, equally, show what they know and can do. Children enjoy decorating cakes that they have made with fresh fruit. They use their skills to spread the fondant and count as they add slices of strawberry. The childminder models language effectively. She speaks clearly and listens carefully to children as they talk about what they would like to do. As a result, children are developing good

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The provision is good

communication skills. Children are gaining the skills and beyond in readiness for their next stages in learning and eventual move on to school.

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need to do better?

n The childminder plans the learning environment to ensure that children can access the resources freely. The childminder knows the children very well. She uses information gained from parents at the start and builds upon this with observations of what children can do to form her ongoing assessments of their learning. She uses this information to carefully plan for what each child needs to learn next. She provides stimulating experiences that are exciting for children to engage in. n Children are keen to learn and happily take on tasks that challenge them. Children practise a range of skills for early reading and writing in readiness for school. They develop their smaller hand muscles in a range of ways and learn to recognise and match patterns in shapes. n Children's behaviour is very good. They listen and respond well to the childminder. She talks calmly with children to help them to understand their

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need to do better?

feelings and begin to manage their own behaviours. Children talk about behaviour with each other and remind each other to be kind and share. n Children are helpful as they tidy the toys away alongside the childminder, in readiness for the next activity. They receive regular praise from the childminder for their efforts. Children seek comfort from the childminder, who is ready with cuddles when they feel tired or sad. This helps to support children's emotional well-being. n Children have fun with the childminder, who is enthusiastic when introducing activities. Children take on this enthusiasm as they stand to dance and sing with each other, following the actions to songs they enjoy. n The childminder maximises opportunities for children to develop their

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need to do better?

11 February 2020 independence skills for dressing and personal care. Children learn to thoroughly wash their hands after play outside, before meals and after using the toilet. However, not all play areas are consistently well maintained to promote children's health as much as possible. n Children sit together and listen intently as the childminder reads a favourite story. She builds anticipation and uses a range of voices. Children are excited and quickly fill in the gaps left in the story when prompted by the childminder. n Children thrive in the outdoors. They use their energy to run freely and develop their physical skills as they climb and explore the environment. The childminder takes children on regular trips out to enable children to take part in 'forest school' activities. This provides them with abundant opportunities to learn about the changes that take place in nature. Children enjoy visiting other organised

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need to do better?

play sessions to play with larger groups of children. This helps to increase their confidence in different social situations. n Children have opportunities to learn about the similarities and differences between themselves and others. The begin to learn and understand what makes them unique. n Parents speak highly of the childminder. They say that they are happy with the care that their children receive. They say that their children settle in well and are making good progress in their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a robust knowledge of the signs and symptoms that may indicate that a child is at risk of abuse. She has a secure understanding of the wider child protection issues and how these may manifest. She has clearly written policies and procedures and a range of documentation that is accurate and well- maintained. This helps her to ensure the safety and welfare of children are consistently promoted. The childminder routinely checks all areas used for minding to ensure that children are kept safe. She uses risk assessment effectively to remove hazards and minimise risks in the environment.

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should:

n promote children's good health even further by ensuring all play areas are consistently well-maintained.

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Setting details

Unique reference number EY358551 Local authority Birmingham Inspection number 10073962 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 2 to 10 Total number of places 6 Number of children on roll 8 Date of previous inspection 16 June 2016

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Information about this early years setting

The childminder registered in 2007 and lives in Selly Oak, Birmingham. She operates all year round from 6.30am until 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n A learning walk was conducted by the childminder and the inspector to learn about how the environment is arranged and how the curriculum is organised. n The inspector and the childminder completed a joint evaluation of an activity. The inspector observed the quality of teaching during the inspection. n The inspector spoke to children at appropriate times during the inspection. The inspector took account of parents' views from the written information provided. n A meeting was held between the childminder and the inspector. The inspector reviewed documentation, including policies and evidence of suitability of those working with the children.

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Inspection activities

11 February 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

11 February 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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