Begum, Sabina

Overall effectiveness Good

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

p.1

The provision is good

Children become confident, independent and pleased with their achievements. They proudly say, 'I did it myself!' when achieving something independently. The childminder extends children's interests well. Children settle very quickly. They are eager to join in and try new activities. Children squeeze out their own paint and mix colours to explore what happens. They show a desire to be creative.

p.2

The provision is good

Children excel in their communication and language. They speak in fluent sentences and discuss an array of different topics. Children talk about how to plant and grow vegetables. They get to pick the tomatoes for their lunch. Children discuss the taste differences between the red and green tomatoes. The childminder encourages children to choose a book when they visit the library to take home and read with their parents. Children's excitement shows when they talk about their trip to the cinema to watch stories in different media.

p.2

The provision is good

Children have lots of opportunities to be physically active. They attend the park to run, climb, and use the swings with the childminder. Children attend playgroups and walk to the shops to buy their own vegetables. The childminder also promotes socialisation by having picnics in the park. Children gain social skills and younger children learn how to play alongside one another.

p.2

need to do better?

n The childminder supports her practice by continually accessing webinars and online courses to bridge the gaps in her knowledge. She is evaluative of her practice and gains parent feedback through questionnaires. n Children engage for long periods of time and show excitement to explore the world around them. However, at times, the childminder does not always support children to respect and be kind to others. This leads to children sometimes not listening to instruction, disrupting others play or talking over their peers. n The childminder has a sound knowledge of early education. She understands how to observe, assess and plan for children's individual next steps. The childminder shares next steps with parents and staff at other settings to ensure continuity of children's learning. She embeds all seven areas of learning into everyday activities. Children make positive improvement in her care. n Children learn about their community when visiting their local temple or mosque

p.2

need to do better?

for a community day with the childminder. They try foods from around the world. Children learn about similarities and differences in the people around them. They learn to value their individuality. n Children learn about safety, including road safety, when visiting their local bus museum and air force museum. They discuss traffic lights and learn that red means 'stop' and green means 'go'. Children learn about car safety when putting

p.2

need to do better?

12 September 2022 on their seatbelts and talk about 'stranger danger' on their days out. They learn about the fire service when they visit the fire station and talk about different occupations that help in an emergency. n The childminder provides ample opportunities for children to become independent and make their own choices. Children pick and choose from array of fruit at snack time. They open their own oranges and put the skins in the bin themselves. Children help to tidy up their own toys, put their shoes on independently, and decide what resources they want to use next. n Parents are ecstatic with the high-quality care their children receive. They feel involved in their children's learning experience through the vast ways that the childminder converses with them. They receive daily texts, verbal discussions at the end of the day and monthly assessments. Parents state they have peace of mind knowing their children are safe in the childminder's care. The childminder

p.2

need to do better?

supports parents to learn about bedtime routines, healthy eating and exercise, and toilet training. She also maintains strong partnerships with staff at the local schools. The childminder uses transition papers to inform teachers of the children's progress, next steps and interests before they start school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows how to risk assess her environment. She keeps her environment tidy and organised to ensure the safety of children. The childminder knows signs and symptoms that may indicate a child is at risk of abuse. She is aware of the procedures to raise a concern if needed. The childminder understands her responsibilities in safeguarding and to be vigilant of various child protection issues, such as radicalisation and extremism, and county lines. She has an up-to- date paediatric first-aid certificate and understands actions that she needs to take in a medical emergency.

p.3

should:

n further strengthen the strategies for managing behaviour to support children to manage their own feelings and behaviour, learning how their actions may impact on others.

p.3

Setting details

Unique reference number EY421349 Local authority Birmingham Inspection number 10235500 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 3 Date of previous inspection 10 October 2016

p.4

Information about this early years setting

The childminder registered in 2011 and lives in the Handsworth area of Birmingham. She operates her provision all year round from 8.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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 viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector talked about about the curriculum and what they want children to learn. n The inspector spoke with the childminder about the leadership and management of the setting. 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 Children spoke to the inspector about what activities they enjoyed.

p.4

Inspection activities

12 September 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

12 September 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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