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 Good

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The provision is good

Children develop close bonds with this nurturing childminder. She encourages children to be aware of their own physical needs. Children confidently express their wishes. They let the childminder know when they need cuddles, feel tired or are ready for snack time, and she lovingly responds. This helps children to feel safe and secure.

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The provision is good

The childminder plans a curriculum around children's interests and home learning. She supports children to learn through imaginary play. While children fill up a pretend washing machine with dolls' clothes, the childminder teaches them new concepts. She talks to them about whether the clothes are wet or dry, clean or dirty, and whether the washing machine is full or empty. She encourages children to become independent and attempt to do things for themselves. Children dress dolls and persevere with tricky fastenings. This helps to develop their problem- solving and fine motor skills.

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The provision is good

The childminder supports children to develop positive behaviour. She knows children extremely well. She recognises the triggers that may cause unwanted behaviour and promptly intervenes. She uses books and images to teach children the language of emotions and helps children to begin to learn the skills to regulate their feelings. The childminder provides children with loving reassurance and praise as they play. Children excitedly go to her for 'high fives' when they learn new skills, showing pride in their achievements.

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need to do better?

n The childminder provides an inclusive setting. Children with special educational needs and/or disabilities make good progress in the childminder's care. She supports children with one-to-one activities to help develop their communication and language skills. Furthermore, she completes additional training to enable her to care for children's specific medical needs. n The childminder completes baseline assessments with parents to understand children's starting points and build on their previous learning. She helps children to develop a positive sense of self. The childminder encourages children to recall past experiences and talk about their families. Children talk excitedly about holidays to the seaside, sleeping in caravans and building sandcastles on the beach. n Communication and language are a key focus area for the childminder. She chats happily with children as they play, modelling new language. Children echo the

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need to do better?

words they hear. The childminder attempts to extend children's learning with open questions. However, she does not recognise when she needs to adapt her teaching to support children's thinking and language skills. She does not always

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need to do better?

3 September 2024 provide time for children to listen, process and respond. n The childminder seizes opportunities to develop children's early mathematical skills. For example, during role play, she asks children to purchase a selection of fruit. She models how to count accurately, and supports children to find corresponding numbers. Children proudly present their imaginary purchases, counting them one by one. Furthermore, the childminder encourages children to practise their counting skills during routine times as they tidy their toys away. n The childminder provides a familiar routine so that children know what to expect next. Children listen and follow the childminder's behaviour expectations. They engage and focus on activities that interest them. However, the storage and arrangement of toys in the childminder's home and garden mean that many toys are not accessible to children. Therefore, children are not always able to make

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need to do better?

independent choices or follow their own interests. n Parents talk positively about the care and education their children receive. They describe the childminder as 'amazing', 'patient' and 'fun'. They enthuse about the progress their children have made in the childminder's care. Parents value the communication they receive from the childminder regarding their children's learning and development. They state that they feel confident leaving their children with the childminder, knowing that they are learning and having fun. n The childminder regularly reflects on her practice. She actively seeks parents' views of her provision and how to further improve. She networks with other childminders to further develop her knowledge and to provide opportunities for children to make a wider circle of friends. They meet twice weekly during term time, hiring a room at a local library. This supports children to build on their

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need to do better?

personal and social skills in the wider community. n Since her last inspection, the childminder has continued her professional development to build on her knowledge and skills. Along with mandatory safeguarding and paediatric first-aid training, she has also completed additional training. This helps to improve outcomes for children.

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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 plan the learning environment so that children can independently access resources and make decisions in their play, to support their learning even further n recognise when teaching needs to be adapted and enhanced to extend children's language and thinking skills even further.

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Setting details

Unique reference number 268314 Local authority Sandwell Inspection number 10355442 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 3 Date of previous inspection 29 November 2018

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Information about this early years setting

The childminder registered in 2001 and lives in Oldbury, Birmingham. She operates her childminding provision from 6.30am to 5.30pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. 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's provision. n The childminder showed the inspector the premises and discussed how they ensure that they are 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 The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

n Parents shared their views of the childminder with the inspector. 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

3 September 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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