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 enjoy their time in this nurturing environment. The childminder knows the children well, and she helps them to settle quickly. She offers soothing words of reassurance and a cuddle when they are feeling unsure. Children swiftly settle back into their play following the attention they receive. This successfully supports their emotional well-being.

p.2

The provision is good

The childminder plans a curriculum that helps children to build on their prior knowledge. Children are sociable as they play with the activities in the garden. They become intrigued by their friends as they wait patiently while watching them tip water from different containers. They eagerly participate when it is their turn to have a go. Children develop their independence and coordination as they use the jugs to successfully pour water into the cups.

p.2

The provision is good

The childminder promotes children's communication and language skills. Children giggle in delight as they take part in singing sessions. They confidently repeat familiar phrases from different songs. Children proudly sing songs to each other, developing their language skills. The childminder encourages children to use good manners when sitting at the table during mealtimes. For example, when the childminder offers more food to children, they respond with 'thank you'. The childminder provides them with praise for their response.

p.2

need to do better?

n Overall, the childminder supports children's behaviour. She is a positive role model and offers some explanations to help children begin to understand expectations and boundaries. However, on occasions when some children become overly excited during activities, the childminder is not always consistent with providing positive behaviour explanations. This means that children are not consistently supported to gain a better understanding of the impact that their behaviour may have on others. n The childminder plans activities to help children prepare for the next stage of learning. However, the childminder does not always organise the activities to help all children remain engaged. For example, children develop their awareness of numbers as they count the beads together. However, the childminder limits the resources available and not all children can fully participate. At times, children become a little bored because they are unable to see what is

p.2

need to do better?

happening. This results in children's learning becoming interrupted, and they sometimes lose their focus. n The childminder promotes an inclusive environment. She actively encourages children to become independent throughout their time in her home. Children attempt to take off their shoes when they come in from the garden, and they

p.2

need to do better?

7 September 2023 are confident to ask for help when their shoes become tricky to remove. This helps to build children's confidence in preparation for school. n Parents share positive feedback about the care their children receive. They comment that the childminder keeps them very well informed of their learning. The childminder works in partnership with parents and other professionals when she identifies delays in their child's development to ensure that the right support is in place. She provides parents with activity ideas to continue their learning at home. n The childminder continuously reviews how she supports the children and families in her care. She accesses a range of training courses to ensure that she maintains current and up-to-date knowledge of requirements. This supports her professional development in raising the quality of her provision. n Children develop their understanding of how to keep themselves healthy by

p.2

need to do better?

eating the right foods and following good hygiene routines. The childminder reminds children to wash their hands before mealtimes. She promotes their understanding of how to stay healthy by removing germs on their hands before they eat. n Children benefit from rich-learning experiences as they visit local places in the community. They learn about where their food comes from as they visit the supermarket to buy their snacks. Children develop their listening skills as they listen out for the sounds around them when they walk in the woods. This develops children's awareness of the wider world around them.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has an extensive understanding of the possible signs that a child may be at risk of harm. She understands the local procedures for reporting concerns about a child or a person in a position of trust. The childminder keeps her paediatric first-aid training up to date. She is vigilant when supervising children during mealtimes to ensure that they are always in sight. This is so she can respond to their needs swiftly. She continuously assesses the potential risks in her home and when on outings to keep the environment safe for children.

p.3

should:

n provide a clear and consistent approach to behaviour management strategies to support children's understanding of the expectations of their behaviours n review the organisation of some activities to support children to remain engaged and focused in their learning.

p.3

Setting details

Unique reference number EY492383 Local authority Birmingham Inspection number 10285640 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 3 Number of children on roll 21 Date of previous inspection 12 October 2017

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Sutton Coldfield, West Midlands. She operates term-time only, from 7.30am to 5.30pm, Monday to Friday. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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 provider and has taken that into account in their evaluation of the childminder. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector took account of the views of parents during the inspection. n The childminder provided the inspector with a sample of key documentation on request.

p.5

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.

p.5

Inspection activities

7 September 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6