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 are happy within the childminder's care. The childminder speaks calmly to the children and gives them time to respond to questions. This means there is constant communication between the children and the childminder, supporting their communication and language skills. For example, children listen carefully when the childminder asks them to find an item that matches the colour of the mat they are sitting on. They all look around the room and identify something that matches their individual colour. Children find pretend broccoli and pears, identifying that they are green and use the word 'delicious' to describe them.

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The provision is good

The childminder uses children's interests at the heart of her curriculum. She plans learning experiences using interests of the children and ensures that children of all abilities are supported in their learning. Children are supported in being confident and capable. The childminder offers opportunities for children to learn new skills and to challenge themselves. For example, older children are given duties to assist the childminder, such as helping to serve snack to younger children. Children are supported in caring for the childminder's rabbits. This gives children responsibility for caring for animals and builds their understanding of how to look after others.

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need to do better?

n The childminder encourages children to use their imagination in play. For example, children work together to develop a show that they perform for other children. All children become involved, allowing them to feel valued and included. n Children's independence is a strength for this childminder. She continually encourages children to be independent throughout the day. For example, older children are able to put on their coats and boots by themselves when they are going outside. n Children are given choices throughout the day. The childminder allows children to choose what they engage with and what resources they want to access. However, at times, younger children do not fully engage in learning opportunities that are available. n The childminder links role-play activities to real life experiences. For example, children play with the pretend babies, pushing them in push chairs and giving them bottles. The childminder talks to the children about having new babies at

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need to do better?

home and becoming a big brother. n Children sit together to complete an alphabet puzzle. The childminder praises them as they match the correct pieces together. Children show enjoyment as they jump up and down, squawking like a parrot when they find the letter 'p' for the puzzle. This supports children in their personal development as they show how proud they are that they matched the pieces correctly.

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need to do better?

16 October 2024 n Children walk with the childminder to and from the local school to drop off and pick up older children daily. This encourages children to be outdoors. They use the local park and visit the supermarket to support their knowledge of their local environment and learn about the world around them. n The childminder focuses on encouraging children to be healthy and developing their understanding of healthy choices. For example children bake healthy foods, including fruit flapjacks and homemade pasta sauces and eat them at mealtimes. n The childminder has high expectations of the children, and this is reflected in the way children behave. The children follow simple instructions throughout the day and listen to other children during focused activities. n The childminder has developed good links with the local school. They share information between themselves, building a seamless, enjoyable transition for

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need to do better?

the children. n Parents share that the childminder shows care and warmth towards all children that attend. They talk about the progress their children have made and how the childminder builds children's confidence. n The childminder continually reflects on her practice. Daily, she assesses what worked well and what could have been improved. This allows practices to constantly develop and grow, allowing children to receive quality learning experiences. n The childminder has attended several training courses to support her own professional development, specifically around supporting children with special educational needs and/or disabilities. This has had a positive impact on her practice as she has embedded new knowledge into daily routines.

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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 consider the organisation of planned learning experiences, so the developmental needs of all children are met

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Setting details

Unique reference number EY422376 Local authority Birmingham Inspection number 10362769 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 29 Date of previous inspection 9 January 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Kings Heath, Birmingham. She operates all year round, from 7.30am to 6pm, Monday to Friday. The childminder provides funded care and education for children aged from nine months up to 4 years. She holds a relevant qualification at level 6.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. 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 interactions between the childminder and the children. n The parents shared their views of the setting with the inspector. 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.

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Inspection activities

16 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

16 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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