Fatima Omar Abubakar

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

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The provision is good

Children are happy and settle well with this friendly and caring childminder. The childminder gathers information from parents about children before they start. She uses this to provide children with familiar routines and activities that meet their individual needs and interests. The childminder plans activities that she knows children will enjoy. As a result, children concentrate for long periods of time and become engrossed in their play. They persevere at their chosen task and the childminder provides them with encouragement and support to try to do things for themselves. For example, children carefully squeeze play dough together to fix a hole when they roll it too thinly.

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The provision is good

The childminder's curriculum focuses on what children need to learn next to move them forward in their development. She introduces mathematical concepts as children play. Children count in sequence and can differentiate between different numbers of coloured objects. For example, they know that they have three pink and four yellow eggs. Children are extremely polite. They spontaneously use good manners, such as please and thank you, as they play.

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need to do better?

n The childminder has made major improvements since her last inspection. She has worked closely with local authority advisers and other childminders to ensure that she now offers good-quality care and learning for children. The childminder has undertaken several training courses and recognises that continued professional development will help her to make the necessary improvements and sustain good practice. n The childminder observes children as they play. She uses the information she gathers from these to plan for children's next steps in learning. As a result, children make good progress from their individual starting points and are prepared for the next stage of their learning, including the move on to other settings and school. The childminder understands the need to share information with other settings that children also attend to ensure continuity in their care and learning. n Children enjoy outdoor play every day. They visit the park, where they develop

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need to do better?

their physical skills as they use a range of equipment. The childminder teaches children about safety when they are outside. Children learn how to cross the road safely and know that they do not talk to strangers. This helps to increase children's understanding of how to keep themselves safe. n The childminder takes children on trips in the wider community. They enjoy visits to the local allotments where they see how plants grow and look at the chickens. Children visit the fire station and learn about people who help us. Children learn about cultures and customs that are different to their own. The childminder

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need to do better?

15 April 2025 teaches them about Eid, Diwali and Easter, and incorporates these celebrations into activities. However, at times, she does not explain to children the meaning for the activities and what is expected of them. This means that children's learning and knowledge are not always extended as well as they could be. n The childminder is aware of the need to support children's communication and literacy skills. Children are confident as they share ideas and chat to the childminder and visitors. The childminder and children hold conversations with each other and children are able to express their opinions and make choices. However, there are times when the childminder asks children questions in quick succession and does not give them time to process their thoughts and respond, to promote their thinking skills even further. n The childminder supports children to manage their feelings and emotions in a

p.2

need to do better?

calm and sensitive way. She talks to children about how they are feeling and demonstrates different emotions using body language and facial expressions. Consequently, children behave well. n The childminder works closely in partnership with parents. She shares information with them regularly about what their children have been doing and what they are working towards. The childminder shares resources with parents, such as books, to encourage them to continue with children's learning at home. Family members speak highly of the childminder and say that parents are extremely happy with the care and learning that their children receive.

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 children with more explanations about the reason for activities so that they can gain the very best from their learning n give children time to process their thoughts and respond to questions to promote their thinking skills even further.

p.3

Setting details

Unique reference number EY559147 Local authority Sandwell Inspection number 10375050 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 28 October 2024

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Information about this early years setting

The childminder registered in 2018. She lives in Smethwick. The childminder operates her childminding provision from Monday to Friday, all year round. Sessions are from 8am until 7pm. The childminder holds a qualification at level 3. The childminder is in receipt of early education funding for eligible children. The childminder is registered to work with an assistant, who also holds a level 3 qualification.

p.4

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 Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The inspector spoke to family members during the inspection and took account of their views.

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Inspection activities

15 April 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

15 April 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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