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

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The provision is good

Children are happy and settled in this welcoming environment. They are calm, engage in the activities taking place and share all the resources available to them. This is because the childminder has high expectations and sets boundaries that are achievable for all children. She is a positive role model and supports children to understand how to behave and follow the routines of the day.

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The provision is good

Children benefit from real-life experiences and learn about the world around them. For example, they look at toy farm animals and talk about where they live and what they eat. The childminder skilfully extends children's learning as she takes them into the garden to feed and stroke the guinea pigs and talk about how to look after them. The childminder encourages children to be independent throughout the daily routine, and every experience is treated as a new one and an opportunity to have a go. For example, children independently fetch the broom at tidy-up time and are encouraged to use the dustpan and brush to help the childminder tidy up after a messy activity. Children are encouraged to be independent during toileting routines and wash their hands themselves. They also attempt to put their own shoes on and practise tying their own laces.

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need to do better?

n The childminder focuses the curriculum on knowing the children and understanding what makes them unique. She builds on what children know and can do and uses real-life experiences to develop children's knowledge and skills. n Children benefit from a wide range of first-hand experiences. For example, they go to the supermarket to buy fruits they may not have seen before. They then all take turns in tasting the fruits and talking about what they have eaten. n Mathematics is supported through daily activities. For example, children talk about how tiny and big the animals are during small-world play. Later, children break celery and tell the childminder they have broken it in half. n Partnership with parents is a strength for this childminder. Parents share how effective communication is between themselves and the childminder. Parents views are used effectively when planning for the children, and parents are

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need to do better?

actively involved in their children's learning. n The childminder works with the children and their families to enable them to make healthy lifestyle choices. For example, the childminder works with the families to ensure their children have healthy packed lunches and to build an understanding of what is a balanced, varied diet. n Children access a wide variety of learning opportunities through a well-thought- out curriculum. However, the childminder does not consistently provide opportunities for children to access technology and gain a better understanding of digital resources and how to use them safely.

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need to do better?

6 June 2024 n Transitions are supported extremely well. The childminder has strong relationships with the local school and works closely with them during transition periods to ensure children easily settle and are comfortable as they begin school. n The childminder uses the local area to build on children's knowledge and skills. Children's physical development is supported as they use outdoor areas to practise their climbing skills. Children also have opportunities to meet other children outside of the childminder's home, building on their social skills. n The childminder is able to reflect on her practice and has clear ambition to continuously improve. She works closely with other agencies to continually build on her knowledge and skills to support all children in her care. n The childminder shows passion and dedication to her role. She supports each child individually, including those with special educational needs and/or

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need to do better?

disabilities, and ensures they receive high-quality care during their time with her.

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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 develop and build on the curriculum to provide children with opportunities to access technology and learn how to use digital resources safely.

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Setting details

Unique reference number EY442352 Local authority Birmingham Inspection number 10348806 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 6 Number of children on roll 6 Date of previous inspection 16 November 2018

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Information about this early years setting

The childminder registered in 2012 and lives in Birmingham. The childminder holds a relevant childcare qualification at level 2. The childminder operates all year round, except for bank holidays and family holidays. Sessions run on Monday to Wednesday, from 7.30am to 5pm, and Thursday and Friday, from 7.30am to 4.15pm. The childminder 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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. 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 Children spoke to the inspector during the inspection. n Parents shared their views of the setting with the inspector. n The inspector observed the interactions between the childminder and the children.

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Inspection activities

6 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

6 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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