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 Requires improvement

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The provision is good

Children are happy in the care of the childminder. She supports children's emotional security well and provides them with nurturing interactions. Babies form a close bond with her. The childminder helps children to learn about a range of feelings effectively, including emotions linked with loss. Children learn that a family pet passed away. They begin to understand about death and how this is part of life.

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The provision is good

Babies confidently make choices about what they want to play with and they engage well in their learning. For example, babies start a game of 'peepo'. They hide their heads behind the furniture and peer out at the childminder. This childminder skilfully reads children's body language to follow their interest. Babies have lots of fun playing the game and learn that objects still exist even though they cannot see them.

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The provision is good

Children make good progress and develop useful skills that prepare them well for their future learning. The childminder helps them to develop their enjoyment of reading books. Babies respond with interest to a range of books. They show interest in a book about babies and touch their faces. They know that some books provide them with sensory experiences and touch images in anticipation of a different type of texture.

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need to do better?

n The childminder has reflected on her practice effectively and taken positive steps to address the actions set at her last inspection. She has committed time to improving her knowledge of the use of observation and assessment to plan for children's learning. She uses her observations of children to accurately check what they know and can do. She uses this information to identify what they need to learn to progress further. The childminder knows how to complete the progress check for two-year-old children and shares this with parents and other professionals involved in children's care. n The childminder has a good understanding of how young children and babies learn. She uses this knowledge to plan well for each child's learning. She recognises when babies are ready to pull themselves up to a standing position and warmly encourages them to use their leg muscles to move into an upright position. However, she has not planned her learning environment as well as

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need to do better?

possible to further extend the challenge for babies' physical skills. n The childminder recognises the importance of good partnership working, such as exchanging information with other settings where children also attend. She provides parents with guidance on how to help children to progress, including how to move babies on to lumpier food as part of their weaning process.

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need to do better?

9 December 2021 However, she does not use discussions with parents as well as possible to focus on children's learning to support their continued progress at home and in the setting. n The childminder noticed that some children demonstrated delayed development in their social skills because of the COVID-19 pandemic. She has considered what she can do to ensure that children have opportunities to interact with other children of a similar age. The childminder helps children learn about friendly behaviour, such as sharing and taking turns. Children behave well and begin to learn about boundaries and the childminder's expectations. n The childminder skilfully supports children's communication and language development. Babies listen attentively to her and start to copy sounds and short phrases they hear her say. The childminder knows how to adjust the language that she uses to help children at different stages of language development to

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need to do better?

progress well. For example, older children learn the pronouns 'yours' and 'mine' as part of their learning linked with sharing. n Children have a good range of opportunities to develop their understanding of the world. Babies are mesmerised as they learn about cause and effect and how to operate toys to make sounds and lights flash. Older children explore their local environment and observe the behaviour of animals in their natural habitats. n The childminder supports children's health well and completes rigorous risk assessment to help minimise the spread of germs. Children learn about the importance of making healthy food choices and regular exercise. Babies are aware of their own needs and reach to access drinking water independently.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her knowledge of safeguarding matters updated regularly. She has a good understanding of how to protect children and understands the procedures to follow if she has identified any concerns about a child's welfare. She knows what to do should she have concerns about the conduct of a person working in childcare. The childminder completes careful risk assessments of her home, garden and places they visit so children can play safely. She understands that she must notify Ofsted of changes to household members and complete the required suitability checks.

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should:

n extend the communication with parents to further support children's continued learning at home and at the setting n consider how to organise the learning environment to provide babies with additional challenge to gain even greater confidence in their physical skills.

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Setting details

Unique reference number EY536768 Local authority Birmingham Inspection number 10107936 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 14 May 2019

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Information about this early years setting

The childminder registered in 2017 and is located in Erdington, Birmingham. The childminder operates from 7am until 5pm, Monday to Friday, all year round, except for family holidays. She holds an approved early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk together. The inspector observed teaching practices and considered the impact these have on children's learning. n The inspector held discussions with the childminder, children and parents. n The inspector sampled some of the setting's documentation, including qualifications.

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Inspection activities

9 December 2021 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

9 December 2021 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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