Alder, Victoria

Overall effectiveness Good

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

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The provision is good

Children are happy and settled. They have formed a positive and mutually respectful relationship with the childminder. When children feel unsure, they seek the childminder out to have a warm, comforting cuddle. Children choose what they want to play with from the selection on offer. They sit and concentrate, as they place bricks into shaped holes. The childminder praises their efforts and cheers them on to encourage them to keep trying. Children build on their gross motor skills, as they climb the stairs with confidence. The childminder extends children's development of their physical skills when visiting the soft-play centres. This provides children with richer experiences to learn to balance and move in different ways on the climbing equipment.

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The provision is good

Children learn about the world around them and go on nature walks in the local community to collect conkers for their activities. They count the conkers to develop their mathematical language. Children visit the local mosque with the childminder to learn more about what others may celebrate. This teaches children about diversity of the people in their community. Children sit and listen to stories and songs together. The childminder names the different pictures in the books, which helps to build on children's vocabulary. Children show curiosity to what song comes next from the song bag. They giggle in delight when they hear a familiar song.

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need to do better?

n Since the last inspection, the childminder has attended various courses to build on her knowledge and professional development. She has focused on how she delivers activities and the purpose behind what intends to provide. Her drive to raise quality in what she delivers has impacted positively on the experiences the children receive. n The childminder provides children with activities and experiences, which enable her to build on their learning and development. She supports children to build secure knowledge that helps them to close gaps in their learning. This means children make good progress in their development. n Children generally behave well. They listen to the childminder when she is providing instructions on what is happening next. When children become tired and their behaviour is not as expected, the childminder calmly talks to them about their actions. This supports children to understand the expectation of their

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need to do better?

behaviours and helps them to overcome any unwanted behaviours they display. n Children explore the environment with determination. The childminder plans different activities to build on children's prior knowledge. n The childminder gathers information from parents when the children start at the setting. She establishes children's starting points with the parents and uses this information to carry out their baseline assessments. However, the childminder

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need to do better?

17 October 2022 does not gather specific information about individual children, to ensure she knows how to swiftly build on children's previous experiences and skills from the very beginning. n The childminder is vigilant in her observation of the children in her care; she recognises when they are becoming tired and need to rest. She provides a calm atmosphere, which enables them to settle for a sleep. The childminder promotes a culture of listening to each other, which helps them understand their feelings and build on their emotional resilience. n Children eat a varied diet with the childminder, which includes fruit and vegetables. She encourages children to be active to keep themselves healthy. They follow good handwashing routines before meals, to ensure that their hands are clean, ready for their snack. n Parents share positive feedback about the childminder and the care and attention given to promoting children's learning. The childminder supports

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need to do better?

parents by sharing activities and ideas, so they can continue their child's learning at home. This helps to assure a well-rounded approach to their learning. n While children sometimes display good levels of concentration, at times, the childminder sets up activities that do not always allow children to fully focus. For example, the childminder, sets up a painting activity on the floor. Children wear aprons and, which get in the way of them making marks on the paper. This leads to children becoming distracted and unable to focus on the activity.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder carries out risk assessments of her home and ensures environments are safe for children to play. She identifies risks in the garden and home and removes objects that may pose a risk to children. The childminder supervises children at all times. She recognises the importance of safer sleeping and checking children regularly when they are asleep. This ensures children remain safe. The childminder has a good understanding of how to keep children safe from harm. She knows who she should report safeguarding concerns to, including any allegations made against a household member.

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should:

n gather more detailed information about children when they start, to provide them with broader experiences, and to build on their skills from the outset n refine the organisation of activities to ensure all children can fully engage and focus.

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Setting details

Unique reference number EY563218 Local authority Birmingham Inspection number 10247866 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection 23 June 2022

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Information about this early years setting

The childminder registered in 2019 and lives in Birmingham. She operates all year round, from 7.30am to 5pm, Monday to Friday. The childminder offers funded education to two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued 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 discussed how the childminder organises their early years provision including the aims and rationale for their EYFS curriculum. n The inspector carried out an observation and held a discussion with the childminder on how the activity had been implemented and the impact that this had on children's learning. n The inspector reviewed feedback provided by several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

17 October 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

17 October 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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