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

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The provision is good

Children thrive in the childminder's warm and friendly home. They arrive eager to play and learn. Children behave very well. They know what is expected of them. When they arrive, they know to take their shoes off and hang their coats on their individual pegs. Children are very well mannered and polite. The childminder is attentive, kind and caring, and children benefit from strong emotional support. Children develop firm friendships with each other. They play together harmoniously and cooperatively. Children delight in each other's achievements. They take turns to play hide and seek with toys. They clap and cheer with delight when their friends find the hidden toys.

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The provision is good

Children develop their imaginations as they role play. They pretend blankets are cloaks as they become superheroes. The same blankets then become tents or sleeping bags as they go on a camping trip. Children develop good small-muscle skills. They fix construction pieces together and persevere for some time to complete jigsaws. Children become strong and capable communicators. They talk to the childminder, each other and visitors with confidence.

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need to do better?

n The childminder plans the curriculum around the children's individual needs and interests. She focuses on what children already know and builds on this to help them achieve their next steps in learning. The childminder ensures children's learning is sequenced and planned around their age and stage of learning. Children demonstrate a very positive attitude to learning, and they are making good progress in all areas. n The childminder places a strong focus on developing children's communication and language skills. She talks to children, asks questions and engages them in conversation. However, there are occasions when children are not fully supported to expand on their ideas or to think critically during activities and discussions. n The childminder completes some further training. However, she does not focus her professional development opportunities precisely enough on developing the most up-to-date practice, with particular regard to the teaching of phonics. At

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need to do better?

times, the childminder mixes letter names and letter sounds which can cause confusion when children move on to develop reading and writing skills later. n Partnership working with parents is strong. The childminder knows the children and their families very well. She talks to parents daily and shares learning information and ideas for activities to help them to build on learning at home. Parents speak positively about the care their children receive. n The childminder recognises the importance of books and stories in supporting children's literacy development. She reads stories in an engaging manner,

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need to do better?

12 May 2023 encouraging children to participate by asking questions and encouraging them to join in the reading process. This approach encourages children's listening and attention skills and prepares them for future stages in their education. n Children develop an understanding of early mathematical concepts naturally through play. The childminder supports children to identify shapes and count as they sort toys. Children use size and number language as they play. n The childminder supports children to develop healthy lifestyles. Children benefit from daily fresh air and exercise. For example, they play in the garden or go for a walk. Children enjoy healthy snacks and meals. They know that not brushing their teeth properly can cause them to lose their white colour. n The childminder supports children to be independent. Children choose toys and resources freely. They help to give out bowls at snack time. Children tidy away

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need to do better?

activities when they have finished playing with them. n The childminder supports children to behave well. She is kind and caring. The childminder teaches children to be polite, kind to each other and to share and take turns. She gently reminds them if they forget to say 'please' or 'thank you'. Children develop a strong sense of right and wrong and know the behavioural expectations in the childminder's home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Risk assessment is effective. All areas of the childminder's home appear safe and secure. The childminder understands her responsibility to report any safeguarding concerns about the children she looks after and where to report her concerns. She regularly refreshes her training to keep her knowledge updated. She confidently identifies the signs and symptoms that may indicate a child is at risk of abuse. She has a good knowledge of a broad range of safeguarding concerns, including radicalisation and the 'Prevent' duty.

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should:

n focus professional development opportunities on raising knowledge and understanding further, with particular regard to reviewing phonics teaching strategies n increase opportunities for children to expand on their ideas and think more critically.

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Setting details

Unique reference number 227512 Local authority Birmingham Inspection number 10276190 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 12 Date of previous inspection 5 July 2017

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Information about this early years setting

The childminder registered in 1992. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the setting. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector spoke to the childminder, parents and children throughout the inspection.

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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

12 May 2023 12 May 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

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

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