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

Caring relationships are evident. For example, older children acknowledge their younger peers when they show an interest in their play. They share their resources without hesitation and play happily alongside each other. Children develop their confidence in social situations. For instance, they sing aloud their own version of a familiar nursery rhyme and learn simple subtraction as they join in with number songs using five little rubber ducks.

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The provision is good

Children are beginning to develop their independence. For instance, they wash and dry their own hands before placing their used flannel into the laundry container to be washed. When children find it hard to operate the water dispenser and hold the cup at the same time, the childminder offers to help them by holding the cup. This makes learning more manageable, as children can focus on one skill at a time.

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The provision is good

The childminder engages in children's play at their level. For instance, she models how to use the new water wheel, giving them the time to have a go themselves. This helps to further children's development. Children feel safe and secure to extend their own play and explore their new surroundings. For instance, the childminder supports them to feel the mud and haul the grass, adding the natural materials to their water play. This promotes their good behaviour.

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need to do better?

n The childminder refers to non-statutory guidance, communication tools and her knowledge of what schools expect when planning the curriculum. This means that she focuses on the skills that children need to succeed in their future. For instance, younger children have opportunities to practise and develop their fine motor skills so that they can successfully make their own lunch at a later stage. n The childminder has recently conducted some research to help her to meet the developmental needs of younger children. However, she does not fully identify how to support older children's learning alongside meeting the needs of younger children. Furthermore, some of the resources that older children explore are deemed unsuitable for younger children; therefore the childminder removes them. This instantly stops older children's play, and they miss out on further learning. n Children enjoy being outdoors, where they freely engage in open-ended play.

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need to do better?

The childminder identifies this and ensures that they go out each day. There are plans in place to further build on children's interests by attending forest school sessions in the wider community. Parents and carers positively discuss the opportunities that their children receive to strengthen their development, 'even on the walk to school'. n New parents are thankful for the daily updates that they receive from the

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need to do better?

26 September 2024 childminder. They can see that their 'children have warmed to the childminder quickly'. The childminder shares a wealth of information with parents, such as menus, the activities on offer, what to expect from their child's development and any training that she attends. This demonstrates good partnerships with parents. n Partnerships with other professionals are well established. For example, the childminder contacts the schools that early years children attend to support their learning goals at the setting. She gathers information from other childminders' settings that children have previously attended to influence their starting points. She also shares 'transition documents' with schoolteachers when the time comes for children to move on. This promotes continuity in children's learning. n The childminder encourages older children to contribute to conversations. For instance, when talking about hibernation, children demonstrate their

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need to do better?

understanding by hiding the toy hedgehog underneath the leaves, conkers and pine cones that they had previously collected on an autumn walk. For those children whose speech is not yet clear, the childminder sensitively listens to them, repeats what they have said and narrates their play. This reinforces their language development. n The childminder has secure knowledge of how to support children with special educational needs and/or disabilities. She plans to attend further training to strengthen the screening tools that are already in place to further identify those children who are at risk of falling behind in their communication and language development. n The childminder demonstrates a good understanding of how to keep children safe. However, she does not always explain to children why boundaries and rules are in place to help them to further understand how to keep themselves safe. For example, she tells children not to swing on the chair and to walk behind her

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need to do better?

on the stairs, but she does not explain the possible consequences.

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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 reflect on the experiences that children receive to ensure that older children's learning needs are continuously being met alongside the needs of younger children n provide children with clear explanations to improve their understanding of why boundaries are in place to further keep themselves safe.

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Setting details

Unique reference number 228356 Local authority Birmingham Inspection number 10359789 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 8 Date of previous inspection 17 December 2018

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Information about this early years setting

The childminder registered in 1995 and lives in Birmingham. She operates all year round, from 7.30am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She is eligible for funding for two-, three- and four-year-old children.

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Inspection activities

n The childminder spoke to the inspector about their intentions for children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector held discussions with the childminder about safeguarding and how she evaluates her practice. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household. 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 spoke to parents and children during the inspection and took account of their views.

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Inspection activities

26 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

26 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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