Murphy, Miss Charlotte Anne

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 curriculum aims to prepare children for school by helping them to develop independence, happiness and important life skills, such as learning to use a potty. Young children show their enjoyment as they crawl at speed alongside each other, laughing and smiling. Older children practise their fine motor skills as they explore the play dough and a range of tools. Parents and carers positively comment on how happy their children are to attend and note that they are still happy at collection times.

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The provision is good

The childminder responds well to children's interests. For instance, when children show curiosity in a new activity, the childminder follows their lead. If resources are deemed unsafe for younger children to play with, she explains to older children why they cannot use them at this time and suggests alternative activities. This helps them to stay engaged and continue learning. Children positively praise the childminder by saying, 'She listens to everything we say.' They describe her as 'fun'.

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The provision is good

The childminder is attentive to children's personal needs. For example, she promptly helps them to change their clothes when they get wet and reacts quickly when they feel tired and are ready to sleep. This promotes children's physical and emotional well-being. The childminder teaches older children to be mindful of their younger peers, ensuring that they do not bump into them as they explore and crawl around the learning environment. This promotes safety.

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need to do better?

n The childminder works well with her co-childminder, which keeps her knowledge and skills current after returning from maternity leave. She participates in online webinars and conducts her own research, ensuring that any valuable information is shared with assistants to promote their professional growth. The childminder has also renewed discussions with parents about children's routines, development and interests to help her to plan for children's individual needs. Parents positively discuss how well the childminder incorporates their children's interests into play and learning. n The childminder promotes children's independence by giving them age- appropriate tasks to complete, such as helping to set up activities and tidying up between them. She encourages children to do things for themselves from a young age, such as rolling up their sleeves before independently washing their hands and feeding themselves with a fork and spoon at mealtimes. This teaches

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need to do better?

children important self-care skills and builds their self-esteem. n Language development is encouraged through conversations, reading books and asking children open-ended questions. However, the childminder does not always help children to hear a wide range of vocabulary. For example, when

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need to do better?

7 January 2025 teaching children about oral health, she sometimes refers to the dental equipment using vague terms like 'it' or 'that one' instead of using the correct words. She calls the police car a 'nee-naw'. This does not fully support children's understanding and language development. n The childminder interacts positively with children, down at their level, modelling play and asking them questions to find out what they know and think. For example, when playing a matching game, she asks if they understand the rules and encourages them to say what they can see. However, she does not always identify opportunities for children to work together during activities to further develop cooperative learning and positive relationships with others. n The childminder helps children to understand the importance of good oral hygiene through activities that teach them how to brush their teeth effectively. She and her co-childminder provide children with nutritious snacks and meals,

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need to do better?

such as 'Rudolph's magic carrots', and encourages children who are hesitant to try new foods. This helps children to develop good healthy eating habits from a young age. n The childminder uses observation and assessment to plan activities that build on what children already know and can do. She is aware of the steps to take should she identify any gaps in children's learning. This includes working with parents, monitoring children's progress in specific areas and seeking assistance from other professionals. This ensures that any developmental concerns are addressed in a timely and effective manner.

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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 use the correct words for objects and items in the environment to further support children's understanding and language development n identify opportunities for children to play and work together to further develop cooperative learning and positive relationships with others.

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Setting details

Unique reference number EY556980 Local authority Birmingham Inspection number 10360075 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 12 Number of children on roll 5 Date of previous inspection 20 December 2018

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Information about this early years setting

The childminder registered in 2018. She operates from 7.15am to 5pm, Monday to Thursday, and from 7.15am to 4:30pm on Friday, all year round, except for bank holidays and family holidays. The childminder works with a co-childminder and assistants. The childminder holds a relevant early years qualification at level 3. She provides funded early education for any eligible children attending.

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Inspection activities

n The childminder spoke to the inspector about her intentions for the children's learning. n The childminder and inspector discussed how the curriculum has been implemented and the impact that this has had on the children's learning. n The inspector observed the interactions between the childminder and the children during the day and evaluated the impact on the children's learning. n The inspector held discussions with the childminder, co-childminder and children at appropriate times during the inspection. n The views of parents were considered by the inspector through feedback forms. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household and public liability insurance.

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Inspection activities

7 January 2025 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

7 January 2025 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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