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 Not applicable

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The provision is good

The childminder provides a safe and nurturing, home-from-home environment for children. She is kind and welcoming, which enables children to settle quickly on arrival. Children show they feel happy and safe in the childminder's care. The childminder supports their individual needs well and children enjoy the cuddles and attention they receive.

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The provision is good

The childminder focuses her curriculum on developing children's speech and language skills. She models words and sentences at an appropriate level for the ages of the children. She engages in conversations about what children are doing, playing with and learning. The children delight in listening to the childminder singing to them. They watch her, smile, and join in with familiar songs while at the same time learning new songs and words. The childminder helps children to use and recall words that they know. As a result, children make good progress in their communication and language. The childminder promotes mathematical ideas throughout activities. For example, during sand play, she models counting out scoops of sand, and children observe and copy. The childminder encourages children to think about the different patterns of small-world animals and their various colours. The childminder's curriculum covers the skills and knowledge that

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The provision is good

children need to prepare them for the next stage of learning.

p.2

The provision is good

The childminder sets clear rules. She is a good role model and engages in activities with the children to encourage them to share and take turns. Children are kind to one another and happy in each other's presence. The childminder is consistent in her behaviour management, which helps children to understand expectations and boundaries.

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need to do better?

n From the start, the childminder gathers detailed information from parents. She uses this information to plan a broad and varied curriculum that focuses on the interests of the children in attendance. The childminder continuously shares information with parents about what their children have been learning and the progress they make. n The childminder intertwines other areas of learning in her curriculum delivery. For example, children spend time playing in the water. She teaches them new words like 'dripping' and 'pouring' and concepts like 'heavy' and 'full'. She also reinforces good behaviour and respect for each other's space throughout. Children are deeply engaged, and older children help the younger children and praise one another. Children benefit from this curriculum and make good progress. n Children enjoy looking at books, making marks, and are beginning to learn that

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need to do better?

9 May 2024 print carries meaning, such as written names. However, the childminder does not consistently help children to develop their early literacy skills in preparation for school. n Regular outings and trips are planned. Children enjoy walks around the local community and trips to the library. This helps children to learn about the wider world and communities that are different to their own. They have regular opportunities to socialise with other adults and children. This helps to support their social development well. n Partnerships with parents are strong. Parents report that their children look forward to coming to the childminder. They feel that their children are safe, very well cared for, and have made good progress while in the childminder's care. n The childminder promotes children's good health and follows good hygiene practices. For example, she provides home-cooked, healthy, nutritious food for

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need to do better?

children throughout the day. Children know they must wash their hands before meals. The childminder teaches children about healthy eating and lifestyles through conversations at mealtimes. n Children enjoy lots of fresh air daily. They like playing in the childminder's garden. Children independently put on their shoes to play outside. They use their large-muscle skills to dig, pour and build in the sand. They also enjoy moving around the outdoors in a range of ways, for example running, jumping, hopping and chasing one another. This helps children to build core strength and coordination. n The childminder supports children with special educational needs and/or disabilities. She uses assessment well to identify possible developmental delays. She works with parents and links in with external agencies to ensure that children receive the right support at the right time and make good progress.

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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 support children to develop their early literacy skills even further in preparation for school.

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Setting details

Unique reference number 2649703 Local authority Sandwell Inspection number 10339507 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 1 Number of children on roll 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She operates all year round, Monday to Friday 7am to 7pm, except for family and bank holidays. The childminder works with a co- childminder. She provides funded early education for two-, three- and four-year-old children.

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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 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 curriculum. n The 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

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 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.

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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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