Qayum, Asmia Begum

Overall effectiveness Good

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

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The provision is good

The childminder has created loving bonds with the children. As a result, children show confidence in the environment. They greet visitors in the home with a beaming smile and come close by to find their toys, demonstrating they feel safe and secure in the childminder's home. Children seek cuddles of reassurance from the childminder when they are feeling tired. This supports their emotional well- being.

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The provision is good

The childminder includes activities and experiences in her curriculum to develop children's emotional resilience and social skills in readiness for school. She takes children on outings where they visit local places in the community and meet new people. Children learn about their emotions through a range of stories. This helps to develop their understanding of the different emotions they might feel. Children's behaviour is good. This is because the childminder has high expectations for their behaviours and provides them with a consistent approach to managing this.

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The provision is good

Children enjoy outdoor play and get daily exercise and fresh air when they access the garden or go on walks to visit the local park. This helps to support children's physical development. The childminder places a strong focus on clearly explaining to younger children what she is doing when carrying out daily tasks to help develop their understanding and communication skills.

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need to do better?

n The childminder has implemented robust procedures since her last inspection to ensure that she is meeting requirements. She regularly assesses risks in her environment and ensures that she removes all potential hazards. She has implemented appropriate security procedures to ensure that her home is safe and secure. n The childminder places high emphasis on keeping her training up to date and further improving her practice. She engages in a range of training locally and online. The childminder has worked closely with the local authority to raise her awareness of her responsibilities to meet requirements and maintain quality in her provision. n The childminder provides support for all children, including those who have English as an additional language. She celebrates children's uniqueness and includes children's home languages during discussions and activities to help them feel included. The childminder offers children different activities to help

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need to do better?

them learn about a range of cultural festivals, of which some include Eid and the Chinese New Year. She talks to children about the importance of celebrating differences through stories, such as books about different hair colours and styles.

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need to do better?

17 April 2024 n Younger children are curious learners. They demonstrate growing confidence as they explore and investigate their environments. For instance, when out in the garden, children discover the sounds a xylophone makes as the childminder plays this. Children instantly want to try this for themselves. However, the childminder has not considered how to further support children to develop their sensory skills, such as providing opportunities for children to explore a variety of different textures and materials in their play. n Children explore resources with determination. The childminder asks questions to find out what they already know and to build on their communication and language development. However, at times, she does not encourage children to think through how to resolve challenges for themselves. For example, she asks children to follow simple instructions during an activity, but she occasionally

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need to do better?

steps in to do it for them. This does not fully support children to develop their problem-solving skills. n The childminder talks to children about different healthy foods and what is not healthy for them. This supports children to start to build an awareness of healthy lifestyles. She implements good handwashing routines with children after they use the toilet or have their nappies changed to develop their understanding of personal care routines. n The childminder regularly assesses children's development to identify gaps. She plans activities around their next steps to help them make progress in their learning. The childminder works with parents to ensure that they know what their children are currently working towards. She swiftly identifies any concerns and gains guidance from other professionals to provide support to help close gaps in learning. Parents share positive feedback about the childminder and how

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n extend opportunities for children to explore different textures and materials to further develop their sensory exploration in play n provide consistent opportunities for children to independently complete tasks to enhance their problem-solving skills.

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Setting details

Unique reference number EY489575 Local authority Birmingham Inspection number 10321746 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 2 Date of previous inspection 14 November 2023

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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 9am to 4pm, Monday to Friday. The childminder holds relevant childcare qualifications at level 3. The childminder provides funded early education for two-, 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 childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. 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 childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The inspector viewed written feedback from parents of their views of the childminder. n The childminder provided the inspector with a sample of key documentation on

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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

17 April 2024 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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