Ahmed Camelia

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

p.1

The provision is good

The childminder interacts kindly with the children in attendance at the setting. She has created a cosy and homely environment. Children demonstrate they are confident to explore their environment with ease as they know the caring childminder is close by to support them. This helps children to feel safe and secure.

p.2

The provision is good

Children benefit from both the indoor and outdoor learning experiences. They are keen to go out into the large garden area. The childminder gives children reassurance, and she supports them when they decide to use their hands and knees to balance across the balancing beam. Children enjoy selecting balls that are heavy and light to shoot into the basketball hoop. The childminder becomes an active play partner and models how to do this safely. Children have a go at using the swing. The childminder guides them by talking to them about moving their legs in and out as they try to swing for themselves. The childminder has high expectations for children's behaviour. Children are encouraged to tidy up. When children throw the resources, the childminder talks to them in an age-appropriate way. She praises children for listening and tidying up safely. This ensures children behave extremely well and learn about what is right and wrong.

p.2

need to do better?

n The childminder has designed a curriculum that is ambitious for every child and that builds on what she wants children to learn. She uses a child development document to accurately guide her in developing next steps and to assess effectively. The childminder knows what the children are interested in and uses this to plan experiences for them. This ensures children are happy to engage in their learning. All children make good progress from their starting points. n The childminder has a clear focus on supporting children's communication and language skills. Children use play dough to make pizza. The childminder waits and watches, then she uses language such as 'roll it out' and 'make a ball', which the children repeat. This helps children to develop their vocabulary. n Children develop their mathematical skills throughout the day. The childminder knows what she wants children to learn with numbers. She selects number

p.2

need to do better?

rhymes up to five and encourages children to sing along. Children use a number clock to build on their counting and number recognition. When they pick up the number three, the childminder names the number for them and encourages them to slot it into the wooden clock. Furthermore, she guides the children to use one-to-one counting by touching the numbers. This prepares children for their next stage of learning. n Children are developing their physical skills. They use bikes independently. When the childminder notices children are pushing themselves along on the bikes, she encourages them to use the pedals. Furthermore, children thread wooden

p.2

need to do better?

16 September 2024 shapes. The childminder sits beside them to show them how to push and pull the thread through the hole. This helps children to develop their fine and gross motor skills. n Children benefit from a healthy and nutritious snack. The childminder gives children the choice of how they would like to eat their apple. However, when children want their apple cut into pieces, the childminder does it for them. Furthermore, children do not always wash their own hands. This means she does not consistently help children to develop their independence skills and to manage their own personal hygiene independence. n Parents report that the childminder is the best and that they are happy with the support she provides to their children. They say she communicates with them every day. When parents need further developmental support for their children, they feel the childminder is understanding and helps them with her advice and

p.2

need to do better?

support. n The childminder values the importance of professional development to enhance her teaching skills and knowledge. She uses online training to keep her knowledge up to date and knows who to contact in her local authority for further support. n The childminder evaluates her practice. She is proactive at keeping links with other childminders in the area. This helps her to build her own network, share her own knowledge and learn from other childminders.

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 interest first.

p.3

should:

n strengthen opportunities for children to further develop their independence and do things for themselves.

p.3

Setting details

Unique reference number 227559 Local authority Birmingham Inspection number 10348811 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 24 October 2018

p.4

Information about this early years setting

The childminder registered in 1994 and lives in Sparkhill, Birmingham. She operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

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 their views of the setting with the inspector. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

p.4

Inspection activities

16 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.

p.4

Inspection activities

16 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6