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 demonstrate their happiness and sense of security as they express themselves through dance and song. They actively seek out others to watch them freely move around the room. Children of all ages report on how much they enjoy being outdoors, which is evident by the amount of time they spend in the garden. For example, children play on the swings for long periods, explaining how they swing their legs backwards and forwards to manoeuvre themselves. They use scissors to cut the grass and leaves from the trees, demonstrating confidence in their physical abilities.

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The provision is good

Children focus well on their learning. For example, they display determination as they peel an orange, swing on the swing and kick a football to score a goal. They constantly try hard to succeed and visibly celebrate their achievements, such as chanting 'I won' when they are first to peel their orange.

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The provision is good

Children report positively on how they regularly help the childminder to prepare their meals. They develop an awareness of healthy eating concepts as they engage in discussions about the various fruits and vegetables that they like to eat. Children learn valuable key skills that enable them to become independent over time. For example, the childminder shows children how to look inside an orange to identify the pips to ensure that they do not eat them. Children learn to safely use a potato peeler to peel the potatoes, and they pour their own drinks at mealtimes to strengthen their self-help skills.

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need to do better?

n Children develop a secure understanding of early mathematical concepts. For example, the childminder encourages them to compare the sizes of the leaves that they collect. She uses language such as 'big' and 'small' to help them to place the leaves in size order. She continuously challenges children's mathematical thinking by asking them to find numbers and shapes within the environment, count on from a given number, and explore simple addition. n Children are strong communicators. For example, they knowledgeably talk about the differences between animals and people by describing their unique features. When children find it hard to say some letter sounds, the childminder models the correct pronunciation to reinforce their language development. She asks them open-ended questions and supports them to recall previous experiences. This encourages children to practise their speaking and listening skills.

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need to do better?

n The childminder has access to various speech and language toolkits to assess children's speech and language skills. She recognises what action to take should there be any concerns about a child's development. This includes working with parents, carers and other professionals to ensure that children receive

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need to do better?

8 November 2024 specialised support when needed. n The quality of education is good, and children make secure progress in their learning. However, there are times when children's learning is not enhanced beyond what they already know. For example, when children pretend to make their lunch out of grass, the childminder asks them various questions and pretends to eat the mixture, although the questions are not always relevant and she does not fully engage in play to maximise children's learning. n The childminder is highly conscious of children's health and well-being. For example, she purposefully takes children to public spaces that are open and uncrowded. She teaches children to wash their hands after sneezing and to wipe their own nose, and she regularly cleans door handles to reduce the spread of germs. n The childminder provides parents with daily updates regarding their children's achievements so that they can continue to support learning at home. Parents

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need to do better?

report positively on their children's progress, safety and care. They give specific examples of the activities children engage in and describe children who were once lacking in confidence as 'playful children who now love to explore'. n The childminder completes various webinars to help her to build on her knowledge, such as how to create an enabling environment that captures children's interests and allows them to make independent choices. The childminder ensures that any training acquired is shared with any assistants that she works with. She uses question-and-answer sheets to ensure that all assistants have up-to-date knowledge. n The childminder and any assistants that she works with attend mandatory training, such as safeguarding and paediatric first aid. Business insurance is in place for vehicles that are used for school runs. This means all children are kept safe while in the childminder's care.

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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 practice to identify where teaching can be enhanced even further to maximise children's learning.

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Setting details

Unique reference number EY356892 Local authority Birmingham Inspection number 10359894 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 11 Date of previous inspection 20 December 2018

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Information about this early years setting

The childminder registered in 2007 and lives in Birmingham. She operates Monday to Thursday from 7.15am to 5pm and on Friday from 7.15am to 4:30pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3 and usually works with a co- childminder. She provides funded early education for any eligible children. She hires assistants.

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Inspection activities

n The childminder and the inspector completed a learning walk to discuss the 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 views of parents were considered by the inspector through verbal discussions and feedback forms. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household. n The inspector viewed the provision and discussed the safety and suitability of the premises. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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.

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Inspection activities

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

8 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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