Waters, Alison Elizabeth

Overall effectiveness Good

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

p.1

The provision is good

Children make good progress with this experienced childminder. They benefit from a rich curriculum with a wide variety of exciting toys and resources. Children particularly enjoy imaginative play, and the childminder joins them to support their emerging skills. For example, when they play shop together, the childminder gives the children toys with prices on them and some pretend coins. They serve each other, attempting to read the numbers on the price tags, developing their mathematical abilities. The older children count to 10 and say that 'five plus five is 10'.

p.2

The provision is good

Children are confident and happy. They form strong relationships with the childminder and their peers. Children take pleasure in each other's company. They play cooperatively and encourage each other to remember daily routines. While tidying up, children suggest 'shall we sing our tidy-up song?', and they begin to sing. Children are motivated learners with positive attitudes to learning and they behave exceptionally well.

p.2

The provision is good

Children enjoy spending time out in the local area. They regularly attend community play sessions, libraries and music classes to broaden their experiences. Children are learning about people and communities. They are developing their social skills and becoming inquisitive, interested learners.

p.2

need to do better?

n The childminder has a good understanding of the early years curriculum and she supports children's development well. She knows what the children are interested in and she takes time to include this in her planning. However, the childminder does not always precisely match the activities to the capabilities of every child, so sometimes children are unable to fully achieve the intended learning. That said, the childminder provides an environment that is inspiring and engaging. Consequently, all children, including babies, are fully immersed in their play. n The childminder helps children to practise their independence. For example, she allows them time to put on their own shoes before going outdoors and the children display pride when they achieve this. At mealtimes, children are familiar with the routine and they wash their hands in preparation. Babies point to the highchair because they know that this means it is time to eat. In the playroom,

p.2

need to do better?

toys are organised so that children can easily find what they want to play with. Children make choices and decisions. They are gaining skills that will support their future learning. n Children's emerging reading is well supported. The childminder encourages children to recognise the letters in their names and to read simple words in

p.2

need to do better?

20 June 2022 books. She continues this learning on the school run, where children look for signs and labels in the environment. Children thoroughly enjoy these activities and they are learning about the importance of reading. n The childminder is skilful in supporting children's communication and language. She understands babies' needs and promptly responds when they babble and point. She supports bilingual children by learning words in their home language and encouraging them to participate when they are reluctant. The childminder facilitates lots of back-and-forth conversations throughout the day. Children are animated and excited, and they often initiate these exchanges. Children are gaining good speaking and listening skills. n Children have regular opportunities to learn outdoors. The childminder has developed a garden that is fantastic for children's play, where they can run, climb and exercise. There are plenty of natural objects for children to

p.2

need to do better?

experience. They play with pebbles in the sand and say that they have built a castle. Children delight in the outdoor space that the childminder has created. They are happy, relaxed and ready to learn. n The childminder manages her service well. She has clear policies and procedures in place, and these are communicated effectively with parents. The childminder keeps her skills up to date by attending courses and networking with local childminder groups. She is knowledgeable and professional. n Relationships between the childminder and parents are strong. Parents appreciate the advice and guidance that the childminder offers and the regular updates about their children's learning. They describe the childminder as caring, flexible and supportive.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a sound understanding of her safeguarding responsibilities. She is clear about the signs and symptoms that could indicate that a child is at risk of harm. She knows local safeguarding processes and is confident about how to report any concerns. She keeps her knowledge up to date by attending training and local childminding network groups. The childminder's home and garden are safe and free from hazards and she completes daily risk assessments to ensure that this is maintained. The childminder holds a relevant paediatric first-aid qualification.

p.3

should:

n refine activities so that they more precisely match individual children's learning capabilities and enable them to make the very best progress.

p.3

Setting details

Unique reference number EY449592 Local authority Birmingham Inspection number 10116355 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 26 January 2016

p.4

Information about this early years setting

The childminder registered in 2012 and lives in Birmingham. She operates from 8am until 5pm, Monday to Thursday, all year round, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and took that into account in the evaluation of the setting. n The inspector had a tour of the premises with the childminder to assess the quality of the children's learning areas, and to discuss the curriculum. n The inspector held conversations with the childminder, scrutinised documentation and discussed safeguarding arrangements to establish the suitability of persons living in the household. n The inspector observed the children and childminder during play and care routines to evaluate the quality of interactions and teaching. n The inspector looked at feedback from parents to determine parents' views of the setting.

p.4

Inspection activities

20 June 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

20 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

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