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

p.1

The provision is good

Children are happy and eagerly greet the childminder as they arrive. Children quickly settle, ready to engage with a wide variety of resources the childminder has to offer them. The childminder knows the children well and uses parent partnership to ensure she supports children effectively. This allows children to make significant progress during their time with the childminder. The childminder encourages children to behave well. Children listen and respond appropriately when asked to follow instructions. For example, they correctly pick up two red frogs when playing with the small-world animals.

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The provision is good

The childminder supports children's interest in books and introduces new words as they listen to stories. For example, they talk about how a caterpillar grows into a butterfly, and learn words such as 'chrysalis'. Children talk about what this word means and the process the caterpillar goes through to become a butterfly. Children use recycling to create their own caterpillars. They mix different colours of paint together and decorate egg cartons. They talk about the colours they are using and discuss what will happen when they mix them together. The childminder encourages children to be independent as they help to prepare their lunch themselves. They use a grater to grate the cheese for their sandwiches. The childminder encourages children to talk about healthy eating and what foods are good for them.

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need to do better?

n The childminder encourages children to persevere and have a go if they are unable to do something straight away. They sing a song together that shares that they 'try, try and try again', showing that children develop a 'can-do' attitude. n Children are given ample opportunities to be creative and follow their own interests. They freely paint their hands, mark make on paper and explore the sand outside. They use small-world insects and bury them, eagerly asking the childminder to find them. n Children explore the outdoor area. They fill containers with sand to build sandcastles and count as they tip them upside down. However, the childminder does not provide many opportunities for children to explore their local and wider community to enhance their understanding of the world even further. n Supporting children's independence is a strength for this childminder, and she encourages children to develop their independence throughout learning

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need to do better?

activities. For example, children make their own orange juice after they have eaten oranges for snack. They use an orange press to squeeze the juice and then drink it after they have finished snack. Children blow their own noses and know that after they have put the tissue in the bin, they need to wash their

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need to do better?

27 March 2025 hands. n The childminder supports the use of mathematics within different areas of learning. Children count 'one, two, three' when counting how much fruit the caterpillar has eaten. During snack time, children talk about different sizes of fruit, correctly identifying that an orange is bigger than a grape. n The childminder builds her curriculum on the interests of the children and adapts it to meet all children's individual needs. This means children make good progress from their starting points. Children are supported in developing their confidence and building on their social skills as they prepare for the transition to school. n The childminder encourages children to solve problems themselves. For example, they work together to fix a toy pushchair. The childminder listens to the children's ideas, and they take their time to work together to fix the pushchair before they continue to play.

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need to do better?

n Children learn about positive behaviour and talk about how they use 'kind hands'. The childminder reinforces positive behaviour and talks to children about being kind to their friends. n Parent partnership is a strength for this childminder. Parents share that children look forward to attending and that communication is effective. The childminder shares children's next steps with parents, and they work together to support children with their development. n The childminder is able to reflect on her practice and has a clear vision of what she would like to achieve. She attends training to support her professional development and uses new knowledge to support the learning and development of all children.

p.3

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 provide more opportunities for children to experience their local and wider community to enhance their understanding of the world even further.

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Setting details

Unique reference number 504727 Local authority Birmingham Inspection number 10392309 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 August 2019

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Information about this early years setting

The childminder registered in 1994 and lives in Birmingham. She operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funding for all eligible children. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 Children spoke to the inspector during the inspection. 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 of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

27 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

27 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

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