Qayum, Asmia Begum

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children enjoy coming to the childminder's home and leave their parents with ease. They appear happy in her care and eager to see their friends. Children benefit from an allocated area of the childminder's home, where they have space to explore the activities on offer. Children learn about healthy practices through daily routines. For example, the childminder teaches them to use the toilet, giving prompts to remind children to wash their hands before leaving the bathroom. Children are motivated to choose toys and resources independently. They particularly enjoy imaginative play. The childminder engages with the children as they give her pretend food. The childminder considers children's interests when planning activities. However, she does not consistently pitch activities at appropriate levels to maintain interest and provide challenge. As a result, children are not making the progress of which they

p.2

The provision requires improvement

Children have regular visits and outings to the local park, shops and allotments. They learn about the local community and wider world. The childminder has positive expectations of the children and encourages them to use their manners when they request toys and resources. However, occasionally, the childminder has difficulty settling young children, and older children who have not got her attention disengage from activities, and this impacts on their behaviour.

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need to do better?

n The childminder understands what children should learn and where they can make progress. She follows the children's interests to support their learning and build on their skills as they explore. However, she does not place enough focus on teaching children consistently well. For example, the childminder does not provide enough activities that are age appropriate or that help to maintain their interest. At these times, children do not receive the support they need to make the best possible progress. n The childminder talks to the children as they play. They engage in conversations with the childminder and point to pictures in books together as she listens and responds to the children. They communicate confidently with the childminder and each other to make their needs known. n The childminder recognises the impact that the COVID-19 pandemic has had on children's social skills. For example, children's behaviour is varied. When

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need to do better?

behaviour is challenging, the childminder does not use effective strategies to manage behaviour or support children to be respectful towards others and the resources. As a result, on occasion, some children's behaviour is poor. n The childminder's key-person system is not effective in enabling strong attachments. She does not fully recognise the need to ensure that every child's learning and care are adapted to support their individual needs and to promote

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need to do better?

26 January 2023 secure bonds. n Children have daily opportunities to play and develop their physical skills outdoors. The childminder promotes the importance of good health and hygiene with children. They enjoy eating their snacks and packed lunches with their peers. The childminder works with parents to ensure that lunches are healthy and nutritious for children. She talks to parents about oral hygiene and explains the importance of brushing teeth and visiting the dentist. Children's health and hygiene are promoted well. n The childminder has positive partnerships with parents. They speak highly of the childminder and the family-friendly environment she has created for children. Parents are updated regularly by the childminder about the children's daily activities and behaviour. They recommend the childminder to their family and friends. n The childminder ensures that her professional development is kept up to date,

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need to do better?

including in first aid and safeguarding. She undertakes training online to keep her knowledge current. This includes short, online courses related to early years. The childminder maintains strong links with the local school and ensures that children are prepared for their future move to school. She works in partnership with other agencies to further assist children with special educational needs and/or disabilities in their development. The childminder connects online with other childminders to exchange ideas and develop positive practice.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role and responsibilities to keep children safe. She has knowledge of the signs and symptoms of abuse that may indicate that a child's welfare is at risk. She understands the procedures to follow if an allegation is made about her or about others living on the premises. The childminder has an awareness of radicalisation and has procedures in place to report any concerns if these arise. She regularly checks that her premises are safe and secure and removes or minimises possible risks to children.

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Due date

plan and implement a broad and varied curriculum to challenge and respond to all children's individual needs, and promote their learning and development. 17/03/2023

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should:

n develop strategies to support children to understand expectations of behaviour more effectively and teach children how to play well with others n implement a more effective key-person system that recognises children's individual needs and adapt routines to ensure that their needs are met.

p.4

Setting details

Unique reference number EY489575 Local authority Birmingham Inspection number 10264654 Type of provision Childminder

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Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 21 June 2017

p.5

Information about this early years setting

The childminder registered in 2015 and lives in the Handsworth area of Birmingham. She operates during term time only, from 8.30am to 3.30pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children. The childminder holds relevant childcare qualifications at level 3.

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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 childminder. n The childminder showed the inspector the premises and discussed the safety and suitability of her home. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the childminder. n The inspector took account of parents' views during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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

26 January 2023 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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