Childminder in Walsall

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

Children arrive happy and settled at the childminder's homely setting. They are extremely joyful as they go out into the nurturing outdoor environment. The childminder's love of the outdoor space gives children many opportunities to develop their learning and play. Children are excited to look at the pretend mini- beasts. The childminder names them, and the children repeat 'grasshoppers' and 'caterpillars'. When children pick up wood, the childminder says, 'It's bark.' Children enjoy the experiences on offer. They balance on beams, play in the sand area, pour water down pipes and play in the mud kitchen. The childminder plays alongside the children. When she hears a bumble bee, she quickly uses this opportunity to develop children's knowledge and understanding.

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The provision is good

The childminder knows what she wants children to learn. She takes time to find out what children are interested in and uses this information to build on their learning. As a result, children remain engaged in their learning and behave extremely well. The childminder knows what she needs to develop further in her professional development and has started a course in special educational needs and/or disabilities. Furthermore, she runs a playgroup for childminders in the local area. This provides children with the opportunity to mix and socialise with other childminded children.

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need to do better?

n The childminder's curriculum is centred around books and themes because she reports that this brings children to a calm space. She selects books carefully to build on what children already know and can do. For example, when she identifies children are struggling to manage their emotions, she uses the characters in the book to teach them about feelings. This helps children's personal, social and emotional development. n The childminder understands how children learn and is confident at adapting activities 'in the moment'. She swiftly responds to children when they are more interested in what is in the story bag rather than hearing the story. She uses this to teach children about animal sounds. Children are engaged and have fun repeating back the sounds the childminder makes. This helps children to distinguish sounds and develop their early reading skills. n Children's physical skills are developed when they play in the mud kitchen. They

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need to do better?

handle a variety of tools. For example, children use hand whisks to mix different- coloured water and pour this into pots. The childminder says to children, 'You are pouring', and when children are mixing, she talks to them about how their whisk is turning to make a 'whirlpool' and 'tornado'. However, the younger children are not always given the correct resources that reflect their age and stage of development.

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need to do better?

17 June 2024 n The childminder takes opportunities during snack time to develop children's number skills. When children sit down after washing their hands independently, she asks them how many pancakes and strawberries she will need today. They count together and she repeats, 'Three children, so we need three pancakes.' This helps children to use numbers in everyday routines. n Partnership with parents is a two-way process. Parents report that the childminder supports them at home to understand their child's development. For example, when parents need support in toilet training their children, they say that she is 'brilliant' and that they wish they had found her sooner. Furthermore, parents comment on how they are happy with the nutritious meals provided and appreciate the suggestions the childminder gives them about eating. This ensures children are developing their self-care and health needs. n The childminder works in partnership with the local school and is part of the

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need to do better?

Parent Teacher Association. She works efficiently to support children's transition into school. The childminder is also part of a local teaching school's strategic board and acts as an advocate for childminders in her local authority. This has supported her own personal development and she actively brings what she has learned into her practice.

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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 interest first.

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should:

n strengthen the opportunities for younger children by offering resources that reflect their age and stage of development.

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Setting details

Unique reference number EY536669 Local authority Walsall Inspection number 10345068 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 3 Number of children on roll 7 Date of previous inspection 28 August 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Walsall. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate early years qualification at level 3.

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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 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 inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared written and face-to-face views on the childminder with the inspector. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

17 June 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

17 June 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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