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

The educational programme is shaped around providing children with a secure base, which gives them the confidence to explore and learn. The childminder ensures children develop a secure attachment with her, and she tunes in sensitively with their emotions. Children are happy, feel safe and are keen to try new experiences. The childminder provides excellent opportunities for children to enjoy books and sing songs. For example, children show exceptional levels of engagement as they fondly listen, join in and retell the story during the story session. They are extremely animated and active during singing sessions, as they select their favourite songs and use an enticing range of visual aids.

p.2

The provision is good

The childminder creatively incorporates children's next steps in learning from their assessment information during her interactions. For example, she skilfully emphasises mathematical language and concepts during the singing sessions and activities. The childminder has high expectations for all children, including those who speak English as an additional language. For example, these children confidently ask questions and correctly use words such as 'up', 'down', 'half', 'full', 'left' and 'right'. The childminder prioritises supporting children to regulate their emotions and behaviour and encourages them to work together towards a common purpose. For example, children cooperate with others and recognise their own feelings as they work together to fill a large watering can to then fill their smaller ones.

p.2

need to do better?

n The childminder carefully plans exciting activities to build on children's interests, and she successfully incorporates the natural environment and books to entice them to learn. She provides good first-hand experiences to help children learn about the changing seasons. For example, children regularly take walks, identify changes in their environment and collect natural items. These experiences are used skilfully to include all aspects of learning, such as mathematics and literacy. n Working in partnership with parents to ensure a personalised settling-in period for each child is at the heart of the childminder's practice. She builds close relationships with children and their parents, and they report that she is nurturing and attentive to the needs of their children. Parents appreciate the advice and guidance she offers on issues such as behaviour management and how to support their children's learning at home. They are impressed by the

p.2

need to do better?

progress their children make, particularly in their communication and language and how well they are prepared for school. n The highly committed childminder makes effective use of training opportunities. For example, she successfully completed training on how to promote children's speech and language, and she places a high focus on increasing children's

p.2

need to do better?

15 May 2024 vocabulary. The childminder regularly meets with other childminders for support and to share ideas to extend her practice. However, she does not consistently evaluate activities and identify precisely further areas for development to help raise teaching to the highest level. n Promoting children's communication and language skills is a clear priority. The childminder models language during her interactions with children, and they enjoy conversations. She gives children the time they need to process what is being asked and to respond. The most able children are inquisitive and ask many questions. However, the childminder does not consistently create enough opportunities for the least vocal children to make choices and speak during these group activities. Children who speak English as an additional language are supported well. For example, the childminder obtains key words in children's home languages to help them settle and build on their language skills.

p.2

need to do better?

n The childminder provides an inclusive environment, and there are effective systems in place to support children with special educational needs and/or disabilities. She provides good age-appropriate opportunities for children to learn about communities beyond their own experience. For example, children regularly visit the local Sikh temple and learn about other cultural customs. n Promoting children's health is given good regard. Children have daily opportunities to be physical outdoors. For example, children learn to pedal bicycles and skilfully avoid obstacles. The childminder has a good understanding of how to support children's physical development in preparation for writing. For example, she skilfully offers numerous play opportunities for children to build their shoulder, arm, and hand strength.

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

should:

n create more opportunities for those children who are not as confident to make choices and speak during activities to help further improve their communication skills n evaluate the implementation of activities to help identify further areas for development to help raise the quality of teaching to the highest level.

p.3

Setting details

Unique reference number EY535579 Local authority Birmingham Inspection number 10343239 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 6 Number of children on roll 6 Date of previous inspection 2 August 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Great Barr, Birmingham. She operates all year round from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first 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 the evaluation of the setting. n The inspector and the childminder completed a learning walk together to gather information about the experiences provided. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector carried out a joint observation and held discussions with the childminder. n The inspector looked at a sample of the childminder's documentation. This includes information about the suitability of household members and her policies and procedures. n The inspector took into account the views of parents.

p.4

Inspection activities

15 May 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.

p.4

Inspection activities

15 May 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.

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