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 are greeted warmly into the home of the caring childminder. They are comfortable and settle quickly, as they are eager to join in with their friends. Children are very caring towards each other and take turns in sharing. Overall, they are kind and behave extremely well. Children are keen to independently explore their environment. The childminder positions herself near to children and becomes actively engaged in their play. This helps children to develop safe and secure relationships with the childminder.

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The provision is good

Children benefit from lots of fresh air in the outdoor environment. The childminder plans a good range of activities that build on children's previous experiences. Children are confident to go off in the direction of their chosen play. For example, children scoop sand into pots and repeat this until the Gruffalo they are hiding is no longer visible. Children are highly engaged as they role play in the kitchen area. They pretend to cook bread in the microwave oven. As they ask the childminder to eat it, they say it is hot and pretend to blow on it. This helps children to build on and consolidate their prior knowledge and understanding in their play and learning.

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need to do better?

n The childminder has designed a curriculum that supports what children already know and can do and what they need to learn next. She identifies gaps in children's learning and provides experiences for children that build on their interests. During transitions, the childminder encourages parents to share relevant information with other settings. However, she has not yet fully considered ways to work in partnership with these settings to further support children's transitions and ensure continuity of their learning. n Children develop a love of stories. They are excited as they sit together to hear the story of 'Handa's Surprise'. They observe the pictures in the book and listen attentively for the names of animals the childminder calls. Children select the correct animal and fruit from the story sack. For example, they talk about giving the red mango to the elephant. The childminder further extends this for children

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need to do better?

by having a real mango for them to eat for their snack. This helps children to build on their understanding of the world and learn from real experiences using their sense of taste. n The childminder is passionate about supporting children's learning and development. Her commitment is for all children, including those with special educational needs and/or disabilities, to do their best. The childminder carries out routine assessments, including the two-year progress check, to monitor the progress that children make. However, she does not always work collaboratively with other professionals, such as health visitors, when she identifies slight delays in children's development to elevate their progress to an even higher level.

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need to do better?

26 July 2024 n Children's mathematical development is promoted throughout the day. The childminder skilfully weaves this into children's play and maximises opportunities to count with children and talk about size and shapes. For example, as children place orange segments on their plates, the childminder uses one-to-one counting to help them find how many they have altogether. Furthermore, as children press shapes into play dough, the childminder takes opportunities to teach them the difference between circles and triangles. This ensures children are prepared for the next stage of their development. n The childminder promotes children's independence and provides them with many opportunities to manage tasks for themselves. She uses daily routines to build on children's development. For example, during snack time, she talks to children about using different techniques to cut and chop up their own fruit.

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need to do better?

Children enjoy having small responsibilities and display positive attitudes towards their learning. n Parent partnerships are positive. Parents say they are kept well informed about what their children are learning at the home of this caring childminder. When parents need help to potty train their children, they say the childminder helps them and makes them feel confident as a parent.

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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 develop relationships with other professionals, such as health visitors, to share information about children's development to help elevate their progress to an even higher level n strengthen working partnerships with other settings to ensure smooth transitions for children and to ensure continuity in their learning.

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Setting details

Unique reference number EY430560 Local authority Walsall Inspection number 10348786 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 12 September 2018

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Information about this early years setting

The childminder was registered in 2011 and lives in Walsall. She operates all year round, from 7.30am to 6.00pm, Monday to Friday, except for bank holidays and family holidays. 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 childminder and has taken that into account in their evaluation of the childminder. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the childminder completed a joint observation of an activity to assess the quality of teaching. n The inspector took account of the views of parents. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

26 July 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

26 July 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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