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

The childminder has a clear intent for what she wants children to know and learn. She understands the importance of repetition in learning to strengthen knowledge and skills over time. For example, she reads children the same stories that they will later read at school to increase their vocabulary, comprehension and ability to express themselves.

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The provision is good

The childminder often encourages most-able children to take on leadership roles to support their peers, while at the same time building on their own self-confidence. For instance, children help their peers to name each month in the year and do so in the correct order. They show that they feel safe and secure as they enthusiastically share special events that happen in those months, such as their birthday.

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The provision is good

The childminder has high expectations of what children can achieve and makes the most of a teachable moment. For example, when children notice that a car has two wheels, she helps them to understand that there are another two on the other side. Later children highlight that a car has four wheels even though they cannot see this in the picture. The childminder highly praises them for their excellent memory recall, which positively promotes children's happiness.

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need to do better?

n The childminder provides children with opportunities to revisit knowledge and practise new skills. For instance, she sets up the outdoor learning environment with familiar activities that encourage children to independently work together to group balls by colour. She provides different-sized spoons for children to compare and discuss which one would be more suitable to balance their ball. n Children flourish in a language-rich environment. For example, they recognise and create basic shapes alongside more complex ones. They confirm that a diamond has four sides and a semicircle has two. Children enjoy exploring flash cards, where they confidently identify objects and their properties. They differentiate between light and dark colours and use positional language, such as 'next to' and 'opposite', when describing what they can see. This demonstrates their strong knowledge of the world around them. n The childminder is passionate about enhancing her professional knowledge and

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need to do better?

has accessed additional training to help her to support all children in developing a good standard of English. She desires to complete further training in language therapy to further support progression within this area of learning. n The childminder herself is bilingual and therefore understands the importance of speaking clearly to children and modelling the correct pronunciation. This awareness positively contributes towards children developing strong communication and language skills.

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need to do better?

28 November 2024 n The childminder uses her knowledge of children to plan a challenging curriculum, differentiating each activity to support their age and stage of development. For instance, while some children focus on number jigsaws up to ten, others learn to place numbers in the correct order from memory. However, the childminder does not always consider children's needs and wants when conducting adult-led activities. At times, routines can be rigid, and teaching is overly directed. This causes some children to feel frustrated and reduces their enthusiasm to learn. n Children routinely learn the expected house rules. For instance, they take off their shoes before going into the living room and queue one at a time to wash their hands. However, the childminder does not always explain to children why some rules are important. For instance, when children stand on the sofa, she tells them 'we do not do that' and brings them down. She does not fully explain

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need to do better?

why. n The childminder works closely with parents and carers, other professionals and the schools that children will eventually move on to. She thoroughly understands school expectations and focuses on these when planning the curriculum. For instance, she promotes children's concentration and independence at mealtimes to ensure that they have enough time to eat at school. n Should any child need additional support in their early education, the childminder knows to refer them to the relevant agencies. This is done in partnership with parents. Parents describe the childminder as 'amazing', 'enthusiastic' and 'caring'. They explain how she continuously keeps them up to date regarding their children's progression and how they can extend children's learning at home.

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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 give more consideration to children's wants and needs during adult-led activities, ensuring that teaching is not overly directed and routines rigid n help children to understand why some behaviour is unwanted, giving clear explanations to help them to recognise the impact of their actions.

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Setting details

Unique reference number EY539944 Local authority Birmingham Inspection number 10366218 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 3 Date of previous inspection 15 February 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Sutton Coldfield. She operates all year round, from 8.30am to 5pm, Monday to Thursday. The childminder holds a qualification at level 3. She is eligible for funding for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder spoke to the inspector about her 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 inspector spoke to children to find out about their time at the setting. 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. n Parents shared their views with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

28 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

28 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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