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 Not applicable

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The provision is good

Children are happy and settled in the well-organised childminder's home. They have secure attachments with the childminder. Children explore a range of toys and choose what they would like to get out and use. This promotes the development of their independence and decision-making skills. Activities are exciting, age- appropriate and adapted to support children's learning needs. For example, children become engrossed in exploring the coloured lights and glitter paper as they discuss Bonfire Night. Babies delight at the sounds and textures of the different papers. Older children develop fine motor skills by making fine marks in the coloured glitter. These activities remain available for children to return to so that they can expand on their ideas further. The childminder introduces unfamiliar words as they talk about Bonfire Night, such as 'sparkly' and 'explosive', encouraging children to use these words as they describe the fireworks they have

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The provision is good

seen. Children are praised and encouraged in their achievements, which leads to good levels of confidence and emotional well-being.

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The provision is good

The childminder strongly promotes children's personal development. She encourages children to use good manners and to behave well. Children learn to pay attention to others and to say 'please' and 'thank you' without prompts from the childminder. Children are very well behaved. The childminder is a positive role model and has high expectations of children's behaviour. For example, children learn to share their toys with each other and politely tell the childminder what they would like to play with next.

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need to do better?

n Children benefit from a curriculum that is ambitious and meaningful. The childminder plans and provides a varied curriculum covering all areas of learning, incorporating children's interests and celebrations throughout the year. She adapts activities to their age and stage of development, and their next development targets. All children make good progress from their initial starting points. n The childminder gathers information from parents to help identify clear starting points for children's learning. She assesses children's progress using observations to identify their next steps in learning. Partnerships with parents are strong. Written feedback from parents confirms how much they value the childminder, and they say that their children have made good developmental progress. n Children develop increasing independence appropriate for their age. The childminder uses daily routines to build on children's development. For example,

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need to do better?

during lunchtime, children wash their hands and select their fruit. They enjoy feeding themselves, and older children learn to put on their coats and shoes and

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need to do better?

5 November 2024 express themselves clearly and confidently. n The childminder teaches children about the importance of healthy eating and encourages children to make choices about the foods they eat. Children talk about the healthy options they have for snack and lunch and use this knowledge during their play in the role-play area, creating healthy snacks from the pretend food for the childminder and their friends. n The childminder helps children learn about diverse cultures and important festivals in a way that they will understand. She provides a variety of multicultural resources, and children take part in fundraising activities that highlight the needs of people in this and other countries. The childminder plans a wide range of activities out and about in the community, where children can build confidence and socialise with others. n The childminder is in tune with children, knowing when to join in to extend play

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need to do better?

opportunities, but also knowing when to allow children freedom to use their imaginations and develop their own play. The childminder is aware of children's interests. She uses every opportunity during their play to include mathematical learning and counting, discussing shapes, quantity and size. n The childminder, overall, supports children's communication and language well. She models new language at every opportunity, demonstrating more complex vocabulary for children to practise. The childminder narrates children's play and ensures that they hear a rich variety of vocabulary. However, babies, on occasion, have dummies to comfort them when they are not needed. This limits the opportunities for babies to babble and further develop their speech. n The childminder uses ongoing reflection to identify areas of her practice for further development. She works closely with a network of local childminders to

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need to do better?

share ideas that enhance her provision and help to develop her practice further. However, the childminder is aware that she has not identified wider training to support her professional development needs to help to enhance her practice to the highest level.

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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 how to reduce young children's use of dummies, when they are not needed, to help ensure that all children develop fluent speech n enhance methods of evaluation to identify training opportunities that further promote skills and knowledge.

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Setting details

Unique reference number 2758053 Local authority Birmingham Inspection number 10349631 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Castle Vale, Birmingham. She operates from 7am to 5pm, Monday to Friday, throughout the year. The childminder offers funded early education for children aged nine months and above. She holds an appropriate childcare qualification at level 3.

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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 her early years provision, including the aims and rationale for her early years foundation stage curriculum. n 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 has on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

5 November 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

5 November 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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