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 Met

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The provision is good

The childminder offers a home-from-home environment and has a caring manner that makes children feel welcome and happy. She is a positive role model with high expectations of children's behaviour. Children listen to the childminder well and respond to her instructions. They show good manners and say 'yes please' when offered toys. The childminder provides children with plenty of praise and encouragement. This supports their self-esteem and confidence.

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The provision is good

The childminder plans activities based on children's interests and next steps for learning. Children enjoy activities that help them learn about different animals. They show prior learning as they name the animal and make the sound that it makes. For example, they say 'cow' and 'moo'. The childminder ensures that children benefit from a wide range of opportunities to be physically active. For example, she takes them on walks to local parks, nature reserves and farms. She encourages them to explore the different things that they see with magnifying glasses. This helps children to learn about the world around them. Children also go on regular outings to playgroups, where they develop confidence as they interact with other children. The childminder takes the time to read to the children, who snuggle in and look with fascination at the pictures in the book. The childminder extends their understanding further by discussing the pictures that interest them.

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need to do better?

n The childminder has a clear intent for the ambitious curriculum. It is designed to help her achieve the best possible outcome for every child. She uses her assessments of children's development to focus on the next steps in each child's ongoing development. This helps all children to make good progress and ensure they are well prepared for their next stage in learning, including their move on to school. n The childminder places high importance on parent partnerships, and she builds these from the start. She gathers detailed information from parents to help her plan for children's learning from the beginning. Parents value the service the childminder provides and express their great satisfaction. Parents highlight their children's progress and describe the childminder as a 'brilliant communicator'. The childminder offers parents ideas of how to continue and complement their children's learning at home.

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need to do better?

n The childminder promotes children's health and well-being. She regularly takes children to local parks, where they can enjoy the outdoors. Children engage in physical exercise on play equipment and explore the environment. They enjoy healthy meals, and the childminder teaches them about the importance of oral hygiene. This helps children to learn how to maintain a healthy lifestyle. n The childminder supports children's communication and language development

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need to do better?

5 March 2025 well. She reads to children in a way that excites and engages them. She shares stories, sings with them and uses puppets in role play to help them to practise their language skills. The childminder builds on opportunities during play to introduce new vocabulary. For example, she asks children meaningful questions to help them to describe their drawings, and they talk excitedly about the pig and its 'curly tail'. As result, all children make excellent progress in their speech and language development. n The childminder teaches children about diversity. She incorporates books, activities and discussions that reflect different cultures, backgrounds and experiences. For example, she reads stories about Ramadan, teaches children about Chinese New Year and makes pancakes for Shrove Tuesday. The childminder encourages children to appreciate and respect differences. This approach supports an environment where children develop a broader

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need to do better?

understanding of the world around them. n The childminder uses her knowledge of children to provide a variety of learning opportunities. Children enjoy playing with the resources she sets out. They happily brush the dolls' hair and push toy tractors. Although the childminder has plenty of toys and resources, she does not always ensure the environment is set out well enough to support children to access resources independently. This makes it difficult for children to fully lead their play and make independent choices. n The childminder is reflective of her practice. She regularly pursues professional development opportunities and training to develop her knowledge and skills. She links with other local childminders to gain good practice ideas that help her to continue to develop her teaching and provision further. The childminder ensures that these development opportunities link to the needs of the children in her

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need to do better?

care. This helps to meet children's learning and development needs.

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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 review the organisation of toys and resources so children can lead their play and develop their independence even further.

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Setting details

Unique reference number EY543152 Local authority Birmingham Inspection number 10380613 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 2 Date of previous inspection 17 June 2019

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Information about this early years setting

The childminder registered in 2017 and is located in Birmingham. She operates from 7.30am to 5.30pm, Tuesday to Thursday, term time only. The childminder holds a relevant qualification at level 3. She provides funded early education for all eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 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. n Parents shared their views with the inspector.

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Inspection activities

5 March 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

5 March 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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