Akhtar, Takmeen

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

p.1

The provision is good

Children thoroughly enjoy their time at the childminder's home. The childminder thoughtfully plans the environment to allow children to take the lead in their learning and make independent choices. She models respectful and courteous relationships, setting a positive example. The childminder includes all children in activities, with gentle reminders to take turns. They listen well and show positive attitudes towards their learning. Children practise early writing skills and correctly form the letters in their names. The childminder offers an abundance of praise for their efforts, boosting their self-esteem and confidence.

p.2

The provision is good

The childminder promotes children to develop a love of reading from an early age. Children enjoy listening to familiar stories and mimicking the actions. The childminder enthusiastically leads singing sessions. Children select their musical instruments to tap out rhythms to the songs as they sing. These experiences enrich their vocabulary and expose them to new words.

p.2

The provision is good

The childminder provides opportunities to go on outings to enhance children's learning. Children visit their local farm. They share which of the animals they like and explore similarities and differences. This helps to develop their understanding of the world around them. Children attend local playgroups with the childminder, which supports their social skills.

p.2

need to do better?

n Children follow routines well. The childminder reminds children to wash their hands before mealtimes and about the importance of doing this. When children prepare to go out into the garden, she encourages them to find their coats and shoes, and they eagerly try to put them on independently. This fosters their self- help skills. n Children become excited as they prepare for outdoor play. They engage in a range of physical activities in the garden, such as digging in the sand, using the climbing frame and slide or rocking on the toy horse. Children participate in fun games together with the childminder. For example, they discover small discs in a tray and try to pick these up to place them into slots. This supports the development of children's fine motor skills. n Parents provide positive feedback about the care their children receive. They note clear progress in their children's development since starting with the

p.2

need to do better?

childminder. She closely monitors children's development to identify any gaps or concerns in their learning and development. The childminder maintains open communication with parents and professionals, promoting a collaborative approach to each child's ongoing learning. n During activities, the childminder narrates what children are doing to support

p.2

need to do better?

8 May 2025 their language development. However, she sometimes asks questions in quick succession without allowing enough time for children to respond. As a result, some children may not fully process what is being asked, and this can limit opportunities to further develop their communication skills. n The childminder engages in ongoing professional development through a range of training opportunities. She applies her knowledge to adapt her learning environment and meet the diverse needs of all children that attend. She ensures that all mandatory training remains up to date. n Children show enthusiasm while exploring magnetic toys. The childminder carefully assesses activities and reminds children how to stay safe, in particular when accessing small objects. However, she does not always fully explain why they need to be careful while playing with this. This means children are less supported to deepen their understanding and extend their learning beyond what

p.2

need to do better?

they already know. n Children develop an understanding of mathematical concepts through a range of different activities. For example, when they identify different numbers on paper, they recognise the number that matches their age. Children giggle as they fill their containers with as much sand as they can fit into it, comparing which one is the heaviest. These experiences promote an early awareness of volume and weight. n The childminder offers a range of activities that promote awareness of diversity and inclusion. Children participate in activities that teach them about cultural events other than their own, such as Eid, Diwali and Christmas. They learn about different people and their roles in their community, which widens their understanding further.

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 further enhance teaching to fully extend children's knowledge to enable them to make the best possible progress in their learning n strengthen effective use of questioning techniques to allow children thinking time to support their communication and language skills further.

p.3

Setting details

Unique reference number EY485711 Local authority Sandwell Inspection number 10403076 Type of provision Childminder

p.4

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 3 Date of previous inspection 12 August 2022

p.4

Information about this early years setting

The childminder registered in 2015 and lives in the Smethwick area of Sandwell. She operates all year round, from 7am until 8pm, Monday to Friday, except for family holidays.

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 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 The childminder and inspector discussed how the curriculum had been implemented and the impact that this had 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.

p.4

Inspection activities

8 May 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.

p.4

Inspection activities

8 May 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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