Childminder in Birmingham

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Outstanding

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The provision requires improvement

Children are, generally, happy and settled in the childminder's home. They show a willingness to engage in the range of experiences on offer. Children comment that they like playing with their friends who attend the setting. Older children eagerly show their creative skills as they manipulate objects to make birthday cakes. Younger children enjoy exploring the cause and effect of banging objects together to make sounds. However, at times, the childminder interrupts children as they engage in play. She redirects children rather than allowing them to explore their environment. Therefore, children do not have enough opportunities to develop their independence.

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The provision requires improvement

Children make some progress in their learning. They have steady bonds with the childminder and her assistants. Some children, occasionally, seek the adults out for comfort. Children mostly behave well and there are opportunities for children to learn how to share and take turns. However, there are occasions when consideration is not given to the needs of younger children. For example, during large-group activities, the childminder does not intervene when older children step over young children. They, occasionally, knock them over. Adults do not provide enough support to help older children know what is expected of them. Adults have to move non-mobile babies out of the way, which disrupts their play.

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need to do better?

n The childminder identifies training that is based on the needs of children and families that attend. However, she does not place enough emphasis on her and her assistant's knowledge of working with children aged under two years. For example, as babies make sounds during play, adults do not recognise or respond to these sounds to develop babies' communication skills further. n The curriculum intends to cover all areas of learning. Adults plan a variety of activities for children to engage in. However, the quality of adult's communication with children is inconsistent. At times, children play with little interaction or support from the childminder or her assistants, which does not support their language development. n The childminder works closely with local schools to find out what skills children need to develop to be ready for school. She uses this information to develop her curriculum for children aged over two years. However, her curriculum is not as

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need to do better?

focused for babies and younger children. They, occasionally, take part in activities that are not age-appropriate. For example, adults ask children to place small hoops onto smaller poles. The youngest children are not able to complete this and so they quickly lose interest and shuffle themselves away. Despite this, younger children keep themselves occupied at the childminder's and smile as they explore the different objects they have found.

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need to do better?

5 May 2022 n The childminder gathers information from parents to assess children's starting points. She also completes her own observations and assessments of children's development. The childminder and her assistant use this as a foundation to establish what children already know and can do. They identify any gaps in children's learning and use this information well to plan for older children's learning. If there are concerns about a child's development, the childminder seeks support from external agencies. This ensures any early intervention can be put in place swiftly for children who need it. n The childminder has a secure settling-in process, which is tailored to suit the needs of each child. She takes into account the individual needs of children and follows the direction of parents. Parents comment positively about the childminder. The childminder captures key information about children, such as

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need to do better?

details of any medical conditions, and works to support each child's individual needs. The childminder keeps parents informed about their child's development, so they can continue supporting their learning at home. n The childminder provides a wide range of healthy meals. Older children eat independently, while younger children are supported. Adults ensure that children wash their hands regularly before mealtimes. This helps promote children's health. n The childminder places great focus on supporting children's diversity. Children learn about their similarities and differences in a positive environment. The childminder encourages children to ask questions and find out about each other. As a result of this, children show high levels of respect to each other. n The childminder does not maintain an accurate record of children's attendance. However, she is aware of who is expected in each day and keeps a basic record.

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need to do better?

This minimises the impact on children's welfare.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The setting is secure for children and is clean throughout. The childminder understands her role as a designated safeguarding lead. She identifies steps she should take if she is concerned about a child. The childminder knows where she can seek support and advice from if a concern is raised about an adult. The childminder and her assistants complete regular risk assessments of the environment. They take appropriate steps to ensure that any broken or damaged toys are removed from the setting.

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Due date

5 May 2022 maintain accurate records of children's attendance 27/05/2022

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Due date

improve the curriculum for babies and younger children to consistently engage them in fun and purposeful play and learning 30/06/2022

p.4

Due date

improve knowledge and understanding of children's communication and language development in order to understand and respond to sounds of younger children to enhance their language skills. 30/06/2022

p.4

should:

n develop strategies to support older children to understand how they manage their behaviours, particularly when considering others.

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Setting details

Unique reference number 228327 Local authority Birmingham Inspection number 10115957 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 30 Number of children on roll 20 Date of previous inspection 31 March 2015

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Information about this early years setting

The childminder was registered in 1999 and lives in the Sutton Coldfield area of Birmingham. She operates from 7am to 6pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder works with two assistants. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector viewed feedback from parents during the inspection and took account of their views.

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Inspection activities

5 May 2022 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

5 May 2022 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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