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 Good

p.1

The provision is good

Children develop a strong sense of emotional well-being in the childminder's care. They make good progress in accordance with what they already know and can do. The childminder observes children and assesses their stage of development. She uses her assessment and what parents tell her to plan so that children are challenged effectively to reach the next stage in their learning.

p.2

The provision is good

Children confidently make decisions about their play. Resources are stored in a designated playroom and children choose and select their favourite toys and activities for themselves. They positively engage in conversation with the childminder about their favourite things. While doing so, the childminder supports children in extending their language skills. Children involve the childminder in their imaginary play. For example, children pretend to be the doctor and give the childminder directions as their patient.

p.2

The provision is good

Children manage their self-care needs independently. They respond to the childminder's expectations and behave well. The childminder praises children's efforts as well as their achievements, which helps to boost their self-confidence. Parents provide food for their children. The childminder finds out about dietary needs and ensures that children do not come into contact with food that would do them harm.

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need to do better?

n The childminder challenges children effectively so that they make good progress to their next learning steps and are ready for the eventual move on to school. n The childminder completes statutory training. She keeps her knowledge of early years issues up to date through online training and research, and through communication with local authority advisers. n The childminder has experience of caring for children with special educational needs and/or disabilities. She ensures that she works very closely with parents and other professionals so that children's care and learning needs are consistently met. n The childminder supports children effectively to ensure they develop good speaking and thinking skills. She continually engages in conversation with children and gives children plenty of time to put their thoughts into words when she asks them open-ended questions. n Children develop good handling skills. For example, while engaging in role play,

p.2

need to do better?

they carefully and successfully pour milk from one small cup into another, and they press buttons on the toy microwave. n The childminder encourages children's interest in looking at books and listening to stories. Children practise pencil control as they give meaning to the marks

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need to do better?

28 September 2022 they make. However, the childminder does not fully support children's literacy development with regard to print having meaning and sounds linking to letters. n Children decide to build a tower with large blocks. The childminder encourages them to name the colour of the ones they select, and then count how many they have selected in each of the four primary colours. Children readily use mathematical language. For example, they talk about how 'tall' their tower is getting. A child says that they need to get a chair to stand on so that they can reach 'up to the top'. The childminder asks children to talk about why the tower is beginning to wobble when she stops holding it. They know that this is because it is so tall, and they decide to remove bricks until it becomes 'only a little one'. n Activities link to children's interests. Currently, there is a focus on farms and farm animals and the childminder provides a variety of small-world toys and

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need to do better?

books that inspire children to talk with her about their interests. n The childminder generally supports children's creativity. She provides a variety of role play resources and construction toys. However, she does not consistently provide different textures and play materials that encourage children's sensory exploration. n Children gain an awareness of similarities and differences between themselves and others, and in society. They learn about different traditions, for example, linked to clothes, food and music. n Parents share very positive views about the childminder's provision. The childminder works with parents to help children to settle and engages them in their children's development and learning in the setting and at home. She keeps parents informed about their children's achievements and progress.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder makes sure that her house and garden are secure so that children cannot leave unsupervised and unwanted visitors cannot gain entry. She identifies and successfully minimises potential risks in her home. The childminder completes training to keep her child protection knowledge up to date. She is aware of the signs of abuse and neglect and understands her responsibility to prevent children being drawn into situations that would cause them harm. The childminder knows the local referral procedures to follow if she has a concern.

p.3

should:

n extend practice for supporting children's sensory exploration and supporting them to 'have a go' at finding things out for themselves n help children to learn that print carries meaning and understand the link between sounds and letters.

p.3

Setting details

Unique reference number EY445474 Local authority Birmingham Inspection number 10235748 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 12 October 2016

p.4

Information about this early years setting

The childminder registered in 2012 and lives in the Acocks Green area of Birmingham. She operates all year round from 6.30am to 8pm, Monday to Friday, except for bank holidays and family holidays. The childminder very occasionally works with an assistant.

p.4

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 inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector looked at relevant documentation and reviewed evidence of the suitability of adults. n The inspector took account of parents' views.

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Inspection activities

28 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

28 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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