Childminder in Birmingham

Overall effectiveness Inadequate

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

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The provision is inadequate

The childminder has a limited understanding of the learning priorities for young children, and the quality of teaching is poor. Although children's safety is given due regard, the childminder does not meet the learning needs of all the children when she applies the exceptions to the normal ratios.

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The provision is inadequate

The childminder does not make effective use of all adults included in the ratios to ensure that each child receives quality interactions and support. She does not implement consistently effective hygiene routines, which compromises children's health.

p.2

The provision is inadequate

The childminder does not consider the varying needs of all the children attending to inform planning and the organisation of the learning environments. Babies and older children spend much of the day in the small playroom where they have limited space to move around. The childminder provides children with a restricted choice of resources to access. She has identified a basic curriculum. However, she insufficiently identifies the sequential knowledge and skills children need to gain to make good progress and be ready for school.

p.2

The provision is inadequate

This said, children are content in the childminder's care. Babies enjoy sitting on the childminder's lap for frequent cuddles. The childminder shows kindness and respect to the children. She supervises them well at sleep time and understands about safe sleep practices. Children behave suitably and the childminder provides them with appropriate expectations.

p.2

need to do better?

n The childminder's self-evaluation has been ineffective in identifying weaknesses in her practice. The childminder offers flexibility to parents for the days that children can attend. However, she has not identified that the deployment of the two other adults is ineffective. She is unable to meet the individual learning needs of the children in her care when each adult is minding three or more children. This has a negative impact on the progress that children can make in their learning because the adults fail to provide children with quality interactions that progress their knowledge and understanding. n The childminder is gentle and kind while she changes children's nappies. However, she does not understand the necessary hygiene routines to help minimise the spread of infections. She does not wash her hands between nappy changes or sanitise the changing mat. n The childminder has completed some professional development. However, this

p.2

need to do better?

has been ineffective in supporting her understanding of early years teaching. This said, she completes mandatory training to keep her first-aid and

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need to do better?

9 April 2024 safeguarding knowledge updated effectively. n The childminder has a basic understanding of child development. She does not have high enough expectations of what children can achieve to ensure they have access to an ambitious curriculum that prepares them well for the next stage of their learning and school. n The childminder does not plan the learning environments to ensure that children have access to a broad and balanced curriculum. When she takes the babies into a separate room, she offers them a limited selection of resources to play with. n The childminder rarely gives children the opportunity to make decisions and lead their own play. She stops babies from playing with building blocks that some of the older children have set out. Some older children contribute to discussions and share their ideas. However, other children watch and are unable to contribute to activities. n The childminder completes the two-year-old progress checks and identifies what

p.2

need to do better?

children do not yet know. However, she does not take prompt action to ensure that each child is challenged in their learning, such as knowledge and skills related to toilet training, and managing their emotions without a soother or baby bottle. The childminder has insufficient understanding of age-appropriate developmental milestones to identify children with special educational needs and/or disabilities and how to best support them. n On occasion, the childminder engages babies in throwing a ball and encouraging turn taking in a small game. n The childminder engages effectively with parents and gives them feedback about their child's day. Parents say that the childminder is nurturing and caring, and their children like spending time with her.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

Due date

improve understanding of good hygiene routines to limit the spread of germs during nappy-changing routines 09/05/2024

p.3

Due date

ensure the learning needs of all children can be met when making exceptions to the normal ratios 09/05/2024

p.3

Due date

9 April 2024 access professional development to gain a good understanding of roles and responsibilities to provide children with good-quality early years provision 09/05/2024

p.3

Due date

ensure adults are deployed effectively so that children are provided with good- quality learning experiences when exceptions to the normal ratios are made 09/05/2024

p.4

Due date

design an effective early years curriculum that ensures a strong foundation for children's development 09/06/2024

p.4

Due date

improve planning to stimulate children's interests, responding to each child's emerging needs and guiding their development 09/06/2024

p.4

Due date

design the learning environment so that activities and resources are age- appropriate, promote choice and support each child to make good progress. 09/06/2024

p.4

Setting details

Unique reference number EY546325 Local authority Birmingham Inspection number 10335135 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 23 Date of previous inspection 5 June 2018

p.5

Information about this early years setting

The childminder registered in 2017 and is in Birmingham. She works with a co- childminder and an assistant. The childminder operates from 7am to 5pm on Monday to Friday during term time only. Funded early education is provided for two-, three- and four-year-old children. The childminder holds a relevant childcare qualification at level 3.

p.5

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 inspector viewed the provision and discussed the safety and suitability of the premises. 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. n The childminder spoke to the inspector about children's learning and development. n Children interacted with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

9 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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