Orbell, Tanya

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

The childminder provides children with a wide range of learning experiences. She makes good use of the facilities in the local area so that children benefit from a variety of play environments. This helps children to develop their understanding of the wider world. For example, they learn about environmental issues, recycling, sustainable energy and the life cycles of animals and plants. The childminder plans plenty of opportunities for children to build a wider circle of friends and understand the rules for when they are out and about. Children gain confidence in a range of social situations and understand what is expected of them.

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The provision is good

The childminder spends time getting to know about children's play interests and uses this information to plan the learning environment. This ensures that all children are motivated to play and learn, and they make good progress. The childminder is skilled in weaving the seven areas of learning into children's play to progress their learning. For example, she helps children to build on their counting skills and provides writing opportunities indoors and outdoors. The childminder frequently uses books to support children's awareness of the similarities and differences between children's families. Children enjoy the valuable time when the childminder reads to them. They welcome her positive interactions and form close attachments with her.

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need to do better?

n The childminder reflects well on the service she provides and makes positive enhancements to her practice. For example, during the COVID-19 pandemic, she made changes to her home to help reduce the spread of germs. This included using sensors in the bathroom to reduce the number of touch points. The childminder has also introduced home visits to extend her parent partnership working even further. n The childminder engages in regular professional development opportunities to extend her knowledge and skills. Recent training helped her to reflect on the learning opportunities available, with a focus on making them more open ended. She also deepened her understanding of how to teach phonics in a fun way that children can easily relate to. n Partnership working is strong. The childminder works closely with parents and other settings where children also attend to exchange information about the children. She provides parents with useful ideas to support children's continued

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need to do better?

learning at home. Parents appreciate her approach to supporting their children's behaviour to provide continuity. They highly recommend the service she provides. n The childminder has a secure knowledge and understanding of child development. She knows what to focus children's learning on according to their

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need to do better?

23 September 2024 individual needs and stage of development. However, the childminder has not given the fullest consideration to the sequence of knowledge and skills that children need to gain as they progress through the development milestones. This means that her curriculum is not precisely sequenced to fully support her planning and teaching and help children to progress as well as possible. n The childminder is a skilled teacher. She recognises when to adapt her teaching so children are always well motivated and engaged in purposeful play and learning. The childminder supports children's thinking skills successfully. She uses a range of questions, statements and play experiences that encourage children to explore their own ideas and solve problems. This helps all children to develop good learning skills. n The childminder ensures that children are emotionally ready to learn and has particularly effective settling-in arrangements for new children. For example, she

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need to do better?

arranges to meet parents of new children at playgroup on a weekly basis so children can begin to form connections with her. She is skilled in supporting children to welcome new experiences and makes everyday routines fun, such as encouraging children to try new food. Children eagerly chop fruit into shapes, such as a flower and a cat. They gradually build up their confidence and willingness to explore the new flavours. n The childminder helps children to understand what is expected from them throughout the daily routines. Children develop a sense of responsibility and learn they need to tidy up in readiness for snack time. The childminder understands how to support children to manage their feelings and behaviour. She recognises when they need guidance about time management and provides a timer to help them understand when an activity must come to an end. The childminder helps children to develop self-distraction techniques to manage their

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n refine the curriculum so this precisely sequences the knowledge and skills that children need to gain to support teaching and help children make the best possible progress.

p.3

Setting details

Unique reference number EY360056 Local authority Birmingham Inspection number 10355134 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 9 Date of previous inspection 19 November 2018

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Information about this early years setting

The childminder registered in 2007 and lives in Yardley, Birmingham. She holds an appropriate childcare qualification at level 3. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded places for children under two years of age and two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how she organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children interacted with the inspector during the inspection. n The inspector observed the quality of education being provided indoors and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

23 September 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

23 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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