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 make good progress in all areas of their development. The childminder provides a warm nurturing environment for young children and babies. Children form strong bonds with her and, therefore, are confident and settled. They have lots of cuddles and seek comfort and reassurance when they need it. Children behave very well and enjoy lots of praise.

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The provision is good

The childminder plans her curriculum well. She organises the learning environment to create a homely atmosphere. Children are free to choose from a wide range of resources that interest and challenge them. The childminder provides plenty of opportunity for children to enjoy sensory play. Children crawl into a cosy den, where they choose from a selection of soft-textured books. As babies explore sensory bottles, they shake and pass them from one hand to another. They explore different ways to move them, which helps to develop their curiosity as to how things work. Children explore soft-textured shapes as they take it in turns to put their hand in the shape bag and choose one. The childminder encourages them to explore the texture of the shape. She models vocabulary such as 'fluffy' and 'squishy'. Children listen and then try to copy the words. This helps to encourage their communication and language skills.

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need to do better?

n The childminder builds on what children already know and can do. She understands where children are in their development and can swiftly recognise any gaps in children's learning or if they need additional support. This enables her to plan for the next steps in their learning and helps all children to make good progress. n Parents speak very highly of the childminder and the care their children receive. They describe the childminder as 'calm and nurturing'. The childminder keeps parents informed about their child's learning and development. This helps to strengthen relationships with parents and enables them to continue children's learning at home. n The childminder places a strong focus on supporting children's communication skills. She models vocabulary that children can repeat. For example, she names objects and describes their shape or colour. Younger babies are confident as they communicate through gestures and expressions. For example, they point to

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need to do better?

their beaker when they need a drink. Interactions between the childminder and the babies encourage the babies to make sounds and babble. Therefore, all children make good progress as they develop their vocabulary and language skills. n Children have plenty of opportunities to develop their small and large muscles. Babies have ample space to crawl and pull themselves up and stand. As they

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need to do better?

12 September 2023 learn to walk, they use furniture for support. They start to balance and gain control of their body. Children also strengthen the muscles in their hands. For example, they post shapes into a shape sorter and complete puzzles. Children's physical development is supported very well. n The childminder encourages children's independence at all times. For example, babies gain confidence as they hold and start to use a spoon at mealtimes. The childminder further supports children as she explains clearly the daily routines. For example, as she changes a nappy and when the children need to wash their hands, she talks to them about what she is doing and why. This helps children to develop the necessary skills and confidence for their next stage in learning. n Children learn about the importance of being healthy. The childminder discusses the food they eat during snack time and lunchtime. She explains to the children

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need to do better?

when they need to wash their hands and supports them to help wipe their own nose. When a spoon falls on the floor at lunchtime, the childminder washes it and explains, 'we need to make it clean again'. This helps children to begin to understand good hygiene practices. n The learning environment includes some books and puzzles that represent different ethnicities and cultures. However, there are few opportunities for children to gain a wider understanding of cultural diversity to help them to recognise the differences between themselves and others. n The childminder models good manners to the children and praises them for saying 'please' and 'thank you'. She supports them to share resources and take turns. Toddlers are starting to recognise right from wrong. They say 'be kind' to each other and 'share' as they play with their friends.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role and responsibilities in protecting children from harm. She completes regular child protection training to ensure that her knowledge is current. She describes the potential signs that indicate a child might be at risk. The childminder understands the procedures to follow if she has any concerns. The premises are safe and secure. The childminder has good procedures to keep children safe. She completes daily risk assessments for the playroom, garden and for local walks to the park. The childminder supervises children closely at all times.

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should:

n provide children with even more opportunities and experiences that help them gain a wider understanding of cultural diversity and recognise differences between themselves and others.

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Setting details

Unique reference number EY494697 Local authority Birmingham Inspection number 10301757 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 7 Date of previous inspection 18 January 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Birmingham. She operates all year round, from 8am to 5pm, Monday to Friday, except during bank holidays and family holidays. The childminder holds a relevant qualification 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 they discussed how she ensures the premises are safe and suitable. n The childminder and the inspector discussed how the childminder organises the early years provision, including the aims and rationale for the curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. 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

12 September 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

12 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.

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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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