Andrews, Melissa

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

The childminder has created a warm and welcoming environment, where children are happy and sociable in her care. They form positive attachments with the childminder, who knows them well. The childminder recognises when young children are unsettled and comforts them through gentle words and cuddles, helping them to feel emotionally secure and safe.

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The provision is good

Children enjoy a balance of adult-initiated activities as well as independently choosing activities. The childminder plans activities that consider children's interests, needs and abilities, this helps children remain motivated and have opportunities to develop their existing knowledge. For instance, the children learn about their senses, the younger children explore sensory objects while the older children talk about how they feel on their skin. This helps children vocalise their likes and dislikes.

p.2

The provision is good

The childminder also uses the local community to enhance children's learning experiences. Children enjoy a variety of outings, for example trips to the local parks and woods, National Trust gardens and the local farm. This helps children learn about nature, living things and the world around them. Children have opportunities to socialise with larger groups of children when they attend outdoor playgroups. This helps children to develop their social skills.

p.2

need to do better?

n Children benefit from a childminder who knows what they like and understands how they learn. This helps her to plan activities that motivate the children to play. For instance, while learning about their body parts the childminder uses a story, a range of action songs and activities such as brushing teeth, to support all areas of learning for the children in her care. n The childminder's environment is calm and enables natural conversations to take place. Children's language and communication is mainly encouraged well, through a range of activities and the daily routine. However, on occasions the childminder does not give children enough time to process information and respond to questions to help further develop their communication skills. n Children learn about what makes them different to each other, they use mirrors to talk about their curly hair and different coloured eyes. Older children recognise differences between their peers, this helps children learn about what

p.2

need to do better?

makes them unique. n The childminder helps to develop children's understanding of people's roles in the community and who can help keep them safe. For example, the children recall the local lollipop person, who helps them cross the road safely on their school run or the fire fighters who use the fire engine they have seen at the

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need to do better?

12 September 2024 farm. The childminder is aware of hazards when out with children in the community and will identify these risks and minimise them to help keep children safe. n The childminder is aware of the importance of developing children's independence and self-care skills. She encourages children to put away their coats, bags, and shoes, and choose and explore activities they are interested in. However, at times the childminder does too much for the children, rather than encouraging their emerging independence skills. For instance, she does not encourage children to complete simple self-care tasks that they could try for themselves, such as wiping their nose or washing their hands. n The childminder establishes close relationships with parents. Parents comment on the abundance of enthusiasm the childminder shows their children. The childminder regularly shares information with parents about their children's day

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need to do better?

and their learning. For example, in addition to verbal feedback at the end of the day, the childminder sends digital messages and pictures to parents. n Children behave well together as they learn to take turns and share with each other. The childminder sets clear expectations and reminders for behaviour. The childminder offers plenty of praise and encouragement throughout the day, which supports children to develop their confidence and self-awareness skills. n The childminder reflects upon her practice. She completes mandatory training to keep her knowledge and skills up to date. The childminder develops her professional knowledge through carefully selected training. This helps the childminder to continuously build upon her skills to meet children's needs and support their development further.

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 provide children with enough time to gather their thoughts and answer questions asked of them, to further develop their communication skills n extend opportunities for children to develop their independence and self-care skills.

p.3

Setting details

Unique reference number 2684548 Local authority Birmingham Inspection number 10362322 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. The childminder is located in Maypole, Birmingham. The childminder operates Monday to Thursday 7.30am to 5.30pm, all year round except for bank holidays and family holidays. The childminder holds an approved early years qualification at level 3. The childminder provides funded early education for children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how the childminder organises her early years provision. n The childminder spoke to the inspector about children's learning and development and what the childminder would like children to learn. n The inspector observed the interactions between the childminder and children. n Children spoke with the inspector during the inspection. 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

12 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

12 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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