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

The childminder is greeted with hugs and smiles when she arrives to collect children from their nursery school. As children make their way to the childminder's home, they learn about personal safety. Children understand how to cross the road safely. They hold the childminder's hand and they look both ways while listening carefully. Children have strong bonds with the childminder, and they chat excitedly about the events of the day. The childminder extends children's vocabulary and communication skills well. For example, during snack time, the childminder talks about satsumas, children repeat the word 'satsuma' and she explains that satsumas are a fruit just like oranges but smaller.

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The provision is good

Children enjoy learning about the world around them. They plant tomato seeds and enjoy watching them grow, before picking and eating the tomatoes with their lunch. Children enjoy trips with the childminder. They talk excitedly about the time they touched a snake and fed the animals at the farm. Children enjoy activities that develop their understanding of mathematical concepts. The childminder supports them as they thread different-shaped tiles carefully onto a string, naming and counting the shapes as they do so. They laugh and smile as they pretend that their beaded string is a snake, pulling it along the floor and wiggling it like a worm. Children are proud of their achievements, and this helps them to gain confidence and self-esteem.

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The provision is good

Children have good manners, and they behave well. They listen to the childminder and politely follow her instructions and regular routines. For example, they happily help to tidy away their toys, and they independently wash their hands before eating. The childminder encourages children to dress themselves and put on their own shoes. Children have a growing understanding about the importance of making healthy food choices as they learn about the foods that are good for them.

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need to do better?

n The childminder plans a curriculum that is linked to children's personal interests and the skills, knowledge and understanding that children need to develop. The childminder offers a number of settling-in sessions to help and support children and families. She uses these sessions effectively to gain important information about what children already know and can do, which she then uses to identify starting points for children's learning and development. n The childminder uses assessments and ongoing observations of children's learning effectively to plan exciting and challenging learning opportunities for children. These support their next steps in learning and help them to make progress. However, children do not consistently have the same opportunities to experience high-quality focused learning activities in the childminder's garden as

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need to do better?

21 June 2023 they do inside her home. n Children's speech and language development is supported well by the childminder. She skilfully shares books with children, introduces new vocabulary and models language. Children are supported to use new vocabulary when answering the childminder's questions. For example, children respond with 'diamond' and 'semi-circle' when asked to describe the shapes they can see in the pictures in books. n Children develop a good knowledge and understanding of the world in which they live. For example, the childminder supports children's curiosity when they ask, 'Why do we recycle?' She explains that by recycling paper and using it again, less trees will be cut down to make more paper. n The childminder has formed strong relationships with the local schools and nurseries. She shares information regularly with them about children's learning and development, this helps to keep children safe and supports a smooth

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need to do better?

transition between settings. n The childminder recognises the important skills that children need to learn and develop, in readiness for starting school. She encourages children to be confident and independent learners. She supports them to express themselves, play with other children well and take care of their own personal needs, such as eating and changing their own clothes and shoes. n Children learn about healthy lifestyles. They enjoy home-cooked healthy meals, such as spaghetti bolognaise and beans on toast. Children learn about good oral health, and they are encouraged and supported to clean their teeth after eating meals. Children drink water to keep hydrated in hot weather, and they understand that this will help to keep them healthy. Children also enjoy trips to the local park where the childminder encourages them to be physically active. n Parent partnerships are strong. Parents speak highly of the childminder and

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need to do better?

praise her support and flexibility when their working patterns change. They report that they receive information and updates regularly about their children's development and progress. Parents explain that they know what their children's next steps in learning are and how they can support these at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of safeguarding. She understands the signs and symptoms of abuse that could indicate a child is at risk of harm. The childminder is familiar with the local safeguarding partnership procedures she must follow if she has any concerns about the children in her care. In the event an allegation is made against herself, she knows the procedure she must follow to report it. The childminder ensures that her home and garden are safe for children, and she regularly assesses toys and resources to ensure that they are free from hazards. The childminder supervises children well to maintain their safety at all times.

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should:

n plan more purposeful opportunities for children to learn in the outdoor learning environment to help them make the best possible progress.

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Setting details

Unique reference number EY438759 Local authority Birmingham Inspection number 10289045 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 5 Date of previous inspection 9 November 2017

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Information about this early years setting

The childminder registered in 2011 and lives in Sheldon, Birmingham. She operates term-time only, from 7am to 5pm, Monday to Wednesday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 2.

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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 her account her evaluation of the childminder. n The childminder gave the inspector a tour of 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 the 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 took account of parents' written views during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The inspector accompanied the childminder on a trip to pick up children from nursery.

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Inspection activities

21 June 2023 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

21 June 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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