Boateng-Mensah, Monica

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

p.1

The provision is good

Children enjoy the time they spend with the childminder. They like her to be engaged in their play and often regard her as a playmate. Children have a close relationship with the childminder and readily access a cuddle as and when they desire. Children are confident and settled in the childminder's home, and they frequently make decisions about where they would like to play and what they would like to play with.

p.2

The provision is good

Children behave well and are given frequent reminders from the childminder about her expectations for behaviour. Children learn the difference between right and wrong. For example, they learn that in order to protect our environment they should use one piece of paper at a time to draw their pictures. Children develop a good sense of self-esteem as the childminder utilises opportunities to praise them for their achievements.

p.2

The provision is good

Children enjoy a wide range of activities that support their development across the seven areas of learning. Their physical development and speech and language are especially well promoted by the childminder. Children use their imaginations to recreate the story of 'Goldilocks and the Three Bears'.

p.2

need to do better?

n The childminder has a wide range of experience working with children, teenagers and young adults. She has a very sensitive approach towards children's individual needs and tailors the care she provides to ensure their needs are met. The childminder is vigilant in monitoring children's well-being. This means that any medical needs the children may have are responded to without delay. The childminder offers the children comfort and reassurance, for example, when she applies cream to their skin. n The childminder accesses training through a variety of ways. This is through attending face-to-face training courses and completing learning modules online. The childminder ensures that her mandatory training is kept up to date. This includes designated safeguarding leader training and paediatric first aid. n The childminder has a clear intent for the curriculum she provides. She successfully implements her curriculum through her direct engagement in the

p.2

need to do better?

children's play and learning. The childminder monitors the progress children make. n The childminder has a good understanding of each child's individual level of development. She knows precisely what children know and what they need to learn next in order to continually develop. The childminder bases her planning on the children's individual interests and how they like to learn. For example, for one child she focuses her planning on providing a wide range of physical

p.2

need to do better?

21 June 2022 activities in the outdoor area and for another on developing their communication and social skills. This tailored approach helps to ensure all children make optimum progress in relation to their starting points. n The childminder uses a wide variety of language when she plays with the children, and in turn they use this in their play. Children use lots of language associated with mathematics, such as size, compare, big and bigger. Children also begin to use newly learned language to describe the different textures they feel as they explore a large bowl of oats. Children use the oats as they pretend to make porridge and refer to them as 'bumpy' and 'grainy'. n Overall, the childminder provides resources to support children's learning. However, at times, she does not fully extend children's learning and engagement by adding more readily available resources to enhance their learning even further, such as water or milk to add to oats to make porridge. Snack times are

p.2

need to do better?

sociable occasions and children have a go at peeling half a banana, however, the skills associated in the preparation of other snacks, such as peeling and cutting, are too restricted. n The childminder has developed good working partnerships with the children's parents. Written information provided from parents shows that they strongly appreciate the relationships their children have with the childminder and how settled their children are in her care.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has experience in safeguarding children, teenagers and young adults. She has a good understanding of the action she must take in the event of a concern about a child in her care. She is fully aware of the signs and indicators of abuse and neglect. The childminder has a good understanding of the 'Prevent' duty, and the signs and indicators of children being drawn into situations that put them at risk, for example radicalisation. The childminder has good arrangements in place to prevent unwanted visitors and prevent children from leaving unsupervised. The childminder risk assesses her home and makes arrangements to minimise risks to children without delay.

p.3

should:

n improve the arrangements at snack time in order for children to learn more in the preparation of and to practise skills necessary for peeling and cutting n provide more readily available resources in order to support children's learning and engagement even further.

p.3

Setting details

Unique reference number EY546380 Local authority Birmingham Inspection number 10107011 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Birmingham. She operates all year round from Monday to Friday 8am to 6pm, except for bank holidays and family holidays.

p.4

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 inspector had a tour of the premises and a learning walk with the childminder. n The childminder described how the environment and the curriculum are organised. n The inspector observed the quality of teaching during activities outdoors and assessed the impact that this has on children's learning. n The inspector carried out a joint observation with the childminder. n The inspector looked at relevant documentation, including evidence of the suitability of the people living and working on the premises. n The inspector took account of parents' views about the provision.

p.4

Inspection activities

21 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.

p.4

Inspection activities

21 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6