Childminder in Sandwell

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children arrive happy and settle quickly in the warm and welcoming environment that the childminder has developed. The childminder offers an effective settling-in process and gets to know children when they first start. This allows children to build a positive relationship with the childminder and other children in the setting. The childminder focuses her curriculum on the children's interests and builds on what children can do. A child-led ethos allows children to enjoy and explore a wide range of resources independently. For example, children confidently access a box of musical instruments and begin to make sounds as they shake and rattle them. The childminder sits with the children and claps her hands along to the sound of the music, and children begin to copy. This extends their learning and understanding of rhythm and music.

p.2

The provision is good

Children are encouraged to take turns and wait their turn to use resources. The childminder speaks to children calmly and reinforces positive behaviour, allowing children to clearly understand what is expected of them. For example, children sit together and build houses with magnetic blocks. They work together and take turns to add a roof onto the house, sharing the different-shaped blocks and following instructions.

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need to do better?

n The childminder promotes children's communication and language skills well. She reads books to children throughout the day, building on words they already know and helping children to learn new ones. For example, she emphasises key words such as 'panda' and 'duck' and encourages the children to repeat these to her. n Mathematics is embedded in activities for children. The childminder and her assistants regularly include numbers and shapes in learning. For example, they refer to different-shaped blocks and name 'triangle' and 'square' when giving them to children. Children use numbers as they launch a rocket they have built into the sky, counting 'three, two, one'. n The childminder helps the children to learn about the world around them. They use the garden area to plant carrots and pumpkins. They talk about how they grow and water them. Children go outside and go on a bug hunt with support from the childminder.

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need to do better?

n Promoting children's independence is a strength for this childminder. Children are supported to make their own choices and have access to toys and resources freely. They wash their hands independently and can feed themselves at lunchtime. n Children behave well. They follow instructions and listen to the childminder during the daily routine. However, children are not always aware of what they

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need to do better?

8 May 2025 are doing now and what is coming next. This means that some children do not understand the transitions taking place throughout the day. n The childminder encourages children to use their imaginations during play. Children enjoy using the role play kitchen, pretending they have water running from the tap. They talk between themselves about the water being hot and discuss that they need to clean it up with a sponge. n The childminder and her assistants make learning fun. Children show enjoyment in singing songs and rhymes throughout the day. They excitedly lie down as they follow instructions and pretend to sleep. Children eagerly jump up and down when it's time for them to 'wake up'. n Parents share how children are encouraged to be creative during their time with the childminder and that they feel welcome and valued as they arrive. However, information regarding children's development is not always shared, meaning that

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need to do better?

some parents are not aware of their children's level of development and next steps. n The childminder works well with other professionals to ensure that all children are supported with their development. This means that all children receive the correct support they need and make good progress from their individual starting points. n The childminder is able to reflect on her practice and identify areas for improvement. She attends regular training to support her professional development and shares this knowledge with her assistants. This means practice is constantly developing and improving.

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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 strengthen partnerships with parents to ensure that they understand their children's development and next steps n support children with transitions, specifically within the daily routine, to allow children to know what is happening throughout the day.

p.3

Setting details

Unique reference number 2713625 Local authority Sandwell Inspection number 10392215 Type of provision Childminder

p.4

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 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Birmingham. She operates all year round, from Monday to Friday, from 8am to 6pm, except for bank holidays and family holidays. The childminder works with an assistant. She provides government funded places for children. The childminder holds an appropriate early years qualification at level 3.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on the children's learning. n The inspector spoke to several parents during the inspection and took account of their views.

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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.

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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

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

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