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 Not applicable

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The provision is good

There are strong relationships between the children and the childminder. Children use her as a secure base when they become unsettled. Older children comment that they enjoy painting pictures of 'bunnies'. They also engage well as they creatively make animals, such as horses, out of dough. Younger children show concentration as they use the knives to cut the dough into different pieces. The childminder provides children with lots of opportunities to learn about the world around them. For example, children learn how rainbows are formed in the sky. Children make good progress in their learning and gain a secure foundation for school.

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The provision is good

Children thoroughly enjoy story time. Younger children listen with smiles and excitement to the story. Older children are good communicators and respond well to the childminder's questions about the book they are reading. For example, as the childminder asks them 'how does the character feel now?', children respond 'sad' or 'happy'. The childminder provides a positive environment and is an excellent role model to the children. Children benefit from lots of opportunities to learn about similarities and differences between themselves and others. The childminder encourages them to ask questions, so they can learn about each other in a positive manner. This prepares them well for life in modern Britain.

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need to do better?

n The childminder is thoroughly committed to working with children. She recognises that some children are timid and require reassurance when they separate from adults that they have built bonds with. The childminder positively encourages children as they play. She consistently reminds them that she is there if they require her support. This builds on children's confidence and independence, and prepares them well for the next stage of their learning. n Parents comment positively about the setting. The childminder works well with them to find out children's starting points. She regularly observes and assesses children's development. She uses this information to identify what a child already knows and can do. The childminder plans next steps to deepen their learning further. She keeps parents informed of what children can do, and helps them to continue their child's learning at home. Where there are concerns in a

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need to do better?

child's development, she shows an understanding of working with external agencies to prevent the child from falling behind. Consequently, all children make good progress in their learning from their starting points. n The curriculum covers all areas of learning. The childminder recognises the impact of the COVID-19 pandemic and has a good understanding of each of her key children. Her curriculum places a strong emphasis on children's personal, social and emotional development, and on their language development. The

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need to do better?

7 June 2022 childminder uses lots of repetition and effectively remodels language for children. For example, as they say 'car' and pick up an object, the childminder says the correct word 'tractor'. n There are a range of activities on offer and, generally, children show an eagerness to take part. However, there are occasions where the childminder does not fully support children to persevere and solve problems for themselves. As a result, children become frustrated and stop trying until the childminder steps in. n The childminder follows the individual needs of children throughout the day. She places a good focus on children's care routines. For example, the childminder explains to the children the importance of washing their hands to keep themselves clean. The childminder also explains well the importance of the need to rest and sleep. Children enjoy eating a range of different fruit and vegetables. The childminder encourages them to drink plenty of water. This supports

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need to do better?

children to learn about the importance of a healthy lifestyle. n Although children generally behave well, there are occasions where the childminder does not fully support them to understand how their actions may affect others.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder undertakes effective risk assessments to ensure that the setting is safe and secure for children. She shows a good understanding of her role as a designated safeguarding lead to keep children safe from harm. She recognises the signs and symptoms of the different forms of abuse. The childminder understands the action she should take if she is concerned about the welfare of a child. This includes making referrals to those with statutory responsibility, where required. The childminder is aware of the action she should take if an allegation is made against an adult.

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should:

n strengthen the strategies for managing behaviour to support children to regulate their own behaviours and learn how their actions may affect others n support children's critical thinking further by allowing them the opportunity to think about how they can solve problems for themselves.

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Setting details

Unique reference number 2561589 Local authority Birmingham Inspection number 10232137 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 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Birmingham, in the West Midlands. She operates her service all year round, except for bank holidays and family holidays. The childminder offers care from Monday to Friday, 8am to 5pm. She is qualified to level 3 in early education. She 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 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 to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided, 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

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

7 June 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

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

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