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 arrive happily at the childminder's welcoming home. They immediately engage in activities that are planned for them by the childminder, which they enjoy. The childminder supports children to develop their vocabulary and understanding of mathematical concepts as she plays alongside them. For example, she uses language such as 'tall' and 'tallest' to compare the towers of blocks that children build. Children develop their counting skills as they play with toy cars. They count the number of passengers on a toy bus and smile as the childminder praises their accurate counting. This helps children to build confidence and self-esteem. Children behave well in the care of the childminder. They happily follow instructions and daily routines within the childminder's home.

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The provision is good

Children enjoy regular opportunities to play in the childminder's garden. They develop important physical skills as they run around and climb steps to reach the top of the slide. Children laugh happily as they glide down and then run back excitedly for another go. Children eagerly engage in activities that explore and develop their creative skills. For example, they enjoy using paints to create colourful pictures of rainbows. The childminder models how to create thick and fine lines using paintbrushes and how to add more detail to their paintings using their fingertips. This supports the development of children's fine motor skills. Children demonstrate pride as they complete their paintings, and they are excited at the prospect of taking their finished paintings home.

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need to do better?

n The childminder implements a play-based curriculum. She recognises that through play, children learn valuable skills that support their language and communication, physical skills and personal development. A clear focus is given to supporting children to be school ready. n The childminder gathers important information from parents to help identify clear starting points for children's learning. She then uses ongoing observations and assessments to monitor children's progress and identify their next steps in learning. This helps children to make good progress, building on what they already know and can do. n The childminder plans activities that reflect children's personal interests and developing needs. However, the learning environment is not always organised well enough to fully enable children to make independent choices about their play. n Children learn about the world around them as they engage in small-world play.

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need to do better?

For example, they play with vehicles, buildings and road mats, imaginatively recreating things they have experienced. However, the childminder does not always interact with children effectively enough to support them to think

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need to do better?

19 September 2024 critically about their learning. For example, when building a train track and facing the challenge of going around a corner, the childminder steps in and completes the track. This does not support children to develop problem-solving skills as they play. n The childminder understands how to support children with special educational needs and/or disabilities. She adapts her provision to meet children's individual needs as she recognises every child is unique. The childminder knows how to access training and advice from other professionals to further support these children. n Children develop their independence. For example, they wash their hands after visiting the toilet and put on their shoes when going outside to play. The childminder also recognises how to support children to develop important skills in readiness for starting school. She helps them to learn to communicate their needs and become confident in expressing themselves. Children play

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need to do better?

cooperatively with each other, sharing and taking turns. They are well prepared for their move on to new settings. n Together, the childminder and her co-childminder reflect on their provision to identify ways in which they can develop it further. For example, the childminder has recently undertaken speech and language assessment training. This has developed her understanding of how to identify and plan further learning for children to close any gaps they may have in this area of their development. n Parents speak favourably about the childminder's care. They report that their children feel safe, secure and happy in the childminder's home. Parents feel well informed about the progress their children make. They appreciate the regular feedback they receive from the childminder about their children's daily activities.

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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 create a learning environment that supports children to make independent choices about their play n develop the use of adult interactions during activities to support children to think critically about their learning and solve problems as they play.

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Setting details

Unique reference number 227666 Local authority Birmingham Inspection number 10347259 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 10 Date of previous inspection 6 September 2018

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Information about this early years setting

The childminder registered in 1997 and works with a co-childminder. She operates term-time only, from 7.45am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. The childminder holds a relevant childcare qualification at level 3.

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Inspection activities

n The childminder and the inspector completed a learning walk of the premises and discussed the childminder's intentions for children's learning. n The inspector observed the quality of teaching and assessed the impact this was having on children's learning. n The inspector had conversations with the childminder about the safety and suitability of her home. n The inspector viewed essential documentation that was provided by the childminder. n The inspector spoke to parents and listened to their views.

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Inspection activities

19 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

19 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

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

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