Lawlor, Isabel Louise

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 chat away about their day to the childminder as she collects them from nursery school. They are happy and feel safe and secure in her care. Children engage enthusiastically in activities planned for them by the childminder. As they play with dinosaurs, children listen carefully and attempt to repeat the names of the dinosaurs shared with them by the childminder. They excitedly learn that the 'dimorphodon' is a flying dinosaur, just like the 'pterodactyl'. As children enjoy reading books, the childminder engages in purposeful and timely conversations with them to support their language skills. For example, when reading the story of the 'The Very Hungry Caterpillar,' she shares and explains new vocabulary, such as 'caterpillar' and 'cocoon'. As the childminder talks and interacts with children, she sensitively models and repeats words back to them to help correct any inaccurate pronunciations of words.

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The provision is good

Children enjoy singing songs that they select from the childminder's song bag. They giggle excitedly as the childminder introduces new animals to familiar songs, such as 'Old MacDonald Had a Farm'. They develop important physical skills as they are encouraged to dance and move around like different animals. Children laugh as they flap their arms like chickens and jump excitedly like frogs. They develop confidence as the childminder praises their efforts. Children behave well in the childminder's care. They happily follow the childminder's instructions and familiar routines in her home. Children develop an understanding of how to keep themselves safe. They learn how to cross the road safely when walking to and from the childminder's home.

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need to do better?

n The childminder implements a curriculum that reflects children's individual needs and personal interests. She uses ongoing observations of learning and information gained from parents about their children's development to plan their next steps in learning. This builds on what children already know and can do, and they make good progress from their starting points as a result. The childminder has a good understanding of how to support children with special educational needs and/or disabilities. She recognises when and how to enlist the advice of professionals to support these children in her home. n Children develop an understanding of healthy lifestyles. The childminder provides nutritious fruit snacks for them. They learn how the foods they eat are good for them and help them to grow. Children learn how to clean and take care of their teeth. The childminder explains how sugary foods, such as sweets, are

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need to do better?

not good for their teeth. The childminder takes children on outings to playgroups and local parks, where they have opportunities to run about in the fresh air. However, she recognises that she can further enhance these learning

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need to do better?

3 October 2024 opportunities for children who prefer to play outdoors. n Children have access to a range of resources that help them develop their fine motor and early writing skills. For example, they use crayons and stencils to draw and colour different shapes. Children develop their mathematical knowledge as they learn to recognise and name simple shapes. However, when children show interest in counting activities, they are not always supported to count accurately to further develop this area of their learning. n The childminder has a good knowledge of how to help to prepare children in readiness for starting school. For example, they develop independence skills, such as how to dress themselves and take care of their belongings. They learn how to express themselves and how to share and take turns when playing with their friends. The childminder works in partnership with schools and nursery providers to share information and aid a smooth transition for children between

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need to do better?

settings. n Children learn about the natural world around them. For example, they talk about the changing seasons and the weather as they walk in the local community. Children also enjoy visits to the local library, where they share books and listen to stories. This supports children to develop a love of reading. n Parents write affectionately about the childminder. They describe her as 'one in a million'. They say that their children feel safe, happy and secure in her care. Parents comment favourably on the regular communications they receive from the childminder about their children's daily activities. They are thankful for the opportunities their children have to visit local play groups, where they can develop important social skills as they play alongside other children. n The childminder uses ongoing reflection to identify areas of her practice for further development. For example, she undertook training to raise her

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need to do better?

awareness of autism. She works closely with a network of local childminders to share ideas and resources that enhance her provision and help to develop her practice further.

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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 enhance learning opportunities for children who prefer to play outdoors n increase opportunities for children to develop their counting skills as they play to further their mathematical understanding.

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Setting details

Unique reference number EY434457 Local authority Birmingham Inspection number 10354821 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 7 Date of previous inspection 7 November 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Birmingham. She operates during term time only, from 7am to 5pm, Monday to Friday. The childminder provides funded early education for two- and three-year-old children.

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Inspection activities

n The childminder talked to the inspector about her curriculum and what she wants children to learn. n The childminder showed the inspector all areas and resources accessed by children within her home and garden. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector accompanied the childminder on a walk to collect children from alternative provision. n The inspector reviewed relevant documentation. n Parents shared their views of the childminder with the inspector through written testimonials.

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Inspection activities

3 October 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

3 October 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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