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 Good

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The provision is good

The childminder offers a welcoming and homely environment where children feel happy, safe and secure. Effective settling-in procedures are in place and children quickly form strong attachments with the childminder and her assistants. Children arrive at the childminder's home eager to play and learn.

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The provision is good

The childminder places a strong focus on children developing communication and language skills. She models language well, asks questions and engages children in conversation. Children thoroughly enjoy joining in to sing songs and rhymes. They move their bodies enthusiastically as they follow the actions in the songs. Children develop good mathematical skills. The childminder and her assistants skilfully weave mathematical concepts, such as shape, number and size into children's play. For example, they encourage children to count pegs as they match them to the same coloured paper.

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The provision is good

Children behave well. They are familiar with the routines and expectations of the childminder. For instance, children happily tidy away resources and demonstrate a willingness to help. The childminder has high expectations for children. She supports them to be respectful, play cooperatively together and take turns with resources. Children are kind and caring to each other. When they observe their friends looking tired or upset they ask, 'Are you okay?'

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need to do better?

n The childminder is committed to providing good-quality care. She reflects on her practice and evaluates the effectiveness of her provision to drive further improvements. The childminder and her assistants complete ongoing training to enhance their knowledge and skills. n The childminder provides a range of toys and resources that engage children in their play. She plays with children and follows their interests well, encouraging them to explore happily. The childminder knows children very well. She uses her observations of children's play to help her to identify any gaps in learning. However, there is room to focus her planning more precisely on what individual children need to learn next. n Children have lots of opportunities to explore books independently as they are made accessible in their play area. The childminder understands the importance of books and children enjoy visits to the local library. Children delight as the

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need to do better?

childminder and her assistants read to them. Younger children choose books, turn the pages and point to pictures as they snuggle up to share stories with adults and their friends. This supports children's love of books and stories from an early age. n The childminder and her assistants are kind, caring and attentive. They

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need to do better?

24 February 2020 recognise when children may be hungry, tired or in need of a cuddle. They respond quickly to children's individual requirements to support their good health and to help them to feel emotionally secure. n The childminder supports children to develop their independence. She promotes their self-care skills well. Children independently select toys and resources that they want to play with and take a lead in their play. Children manage and attend to their own personal needs. For example, at snack time, they use knives skilfully to cut their own fruit. Children are confident and independent learners. n The childminder provides children with a wide range of experiences and opportunities to support their understanding of their local community. For example, she takes children on outings in the local area to parks, farms and lakes. She also organises trips to play groups where children can socialise with

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need to do better?

new people and develop their personal skills. n The childminder establishes strong relationships with parents who are very happy with the service provided. Parents comment positively on the family environment and the progress that their children are making. The childminder collects detailed information from parents about children's routines and what they can do when they first start. She shares daily information with parents about their child's day and the activities they have enjoyed. The childminder recognises that she could share more information with parents about children's next steps to help them to build on children's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants understand their responsibility to protect children. They have a good knowledge of possible signs and symptoms that indicate a child may be at risk of harm. The childminder and her assistants know how to report any concerns they may have about a child's welfare. The childminder keeps her safeguarding knowledge up to date through attending training courses. This has given her an in-depth knowledge of the wider issues relating to safeguarding. Risk assessments are completed regularly to minimise any hazards to children. Children are supervised well in all areas of the premises.

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should:

n increase opportunities to support parents to build on children's learning at home n focus planning more precisely on what individual children need to learn next.

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Setting details

Unique reference number 228548 Local authority Birmingham Inspection number 10072624 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 18 Number of children on roll 28 Date of previous inspection 27 July 2016

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Information about this early years setting

The childminder registered in 2000. The childminder works with three assistants. She operates from 7am to 6pm, Monday to Friday, during term time only. The childminder and one of her assistants hold relevant childcare qualifications at level 3. Funded education is offered for two-, three- and four-year-old children.

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Inspection activities

n The inspector had a tour of the premises. The childminder and the inspector viewed and discussed the layout of the playrooms and how the childminder implements an effective curriculum to promote children's learning. n The inspector spoke with the childminder, her assistants and children during the inspection. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector looked at relevant documentation and evidence of the suitability of the childminder, her assistants and members of the household. n The inspector took account of parents' views from their written comments.

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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

24 February 2020 24 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

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