Childminder in Sandwell

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 and her assistants provide children with a friendly, nurturing and homely environment, where children show a strong sense of belonging. The childminder and her assistants develop close bonds with the children. The childminder helps children to develop their social skills effectively. She is a good role model. She demonstrates sharing, taking turns and being polite. Children behave well and are kind to each other. For example, when younger children cannot find their name card, older children offer to help them. The childminder helps children to understand the importance of developing a healthy lifestyle. She provides children with nutritious snacks and meals, and teaches children about the importance of good oral hygiene. Children focus as they become immersed in role play. They enjoy re-enacting experiences from home, such as pretending to make a cup of tea.

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The provision is good

The childminder helps children to develop high levels of self-esteem and confidence. She offers lots of praise and encouragement. Children are proud of their achievements and eager to show the childminder their completed work. The childminder encourages children to share their opinions. For example, children vote on which story they would like at circle time. Children develop a positive attitude towards learning and make good progress from their starting points.

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need to do better?

n The experienced and enthusiastic childminder is passionate about her role and works closely with her assistants to help children to achieve to the best of their abilities. She provides children with a well-sequenced curriculum that helps to prepare them for their next stage of learning, including their eventual move on to school. The childminder knows how to seek support from other professionals, if needed, for children with special educational needs and/or disabilities. n The childminder helps children to develop their communication skills. Children develop good listening, understanding and language skills. They initiate conversation and ask questions. Older children can recognise and write the letters of their name. However, at times the childminder's assistants do not give children enough time to think and respond to their questions, before answering the question themselves or asking another in quick succession.

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need to do better?

n The childminder has clear rules and boundaries in place and children respond positively, such as when they tidy up toys. Children remind each other of the rules, such as good listening and not to talk over others. Children behave well. n The childminder provides children with a number of interesting activities to help them to learn about the world around them. Children enjoy trips to the local library and supermarket. They enthusiastically talk about a recent trip to ride on a train with the childminder.

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need to do better?

26 April 2024 n The childminder supports children's early understanding of mathematics. As children play, the childminder uses language to describe size, such as big and small. Children learn to count, recognise numbers and solve simple addition and subtraction problems. However, at times, the childminder overly directs activities and reduces the opportunities for children to develop their creativity, and build on their own ideas and ways of doing things. n Children develop the muscles in their hands as they manipulate play dough. The childminder's assistant introduces simple fractions as they teach children to cut the dough in half. Children have plenty of opportunities to be physically active. For example, they go out for regular walks with the childminder and enjoy time in the childminder's garden where they whizz around on wheeled toys. n The childminder is passionate about the service she provides. She places a

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need to do better?

strong focus on her own professional development. She undertakes regular training to help to update her knowledge and skills. She welcomes support from the local childminding mentor programme that helps her to reflect on and improve the service she provides. The childminder undertakes regular checks on her assistant's teaching practice to enable her to provide any support or guidance they need. n Partnerships with parents are excellent. Parents comment on the number of ways the childminder involves them in their children's learning. For example, through joint learning projects, sharing books, newsletters and parent workshops. Parents say their children make good progress during the time they spend with the childminder. They describe the childminder and her assistants as 'caring', loving and 'dedicated'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture towards safeguarding that puts children's welfare first.

p.3

should:

n support assistants to strengthen their teaching techniques to enhance their questioning skills n identify when to step back during adult-led and child-led activities to enable children to develop their creativity and build on their own ideas and ways of doing things.

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Setting details

Unique reference number EY499888 Local authority Sandwell Inspection number 10335375 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 9 Number of children on roll 9 Date of previous inspection 13 June 2018

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Information about this early years setting

The childminder registered in 2016. She lives in Smethwick, Birmingham. The childminder operates Monday to Friday from 7.30am until 6pm all year round, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children. She holds an appropriate qualification at level 6. She works with two assistants.

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Inspection activities

n This is 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 and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. She spoke to the childminder's assistants at convenient times during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector spoke to parents and took account of their views. n The childminder provided the inspector with a sample of key documentation.

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Inspection activities

26 April 2024 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

26 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

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