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

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The provision is good

Children are eager to arrive, and they settle quickly into the warm and nurturing environment that the childminder provides. Children approach the childminder regularly for reassurance and praise, demonstrating the bond that the childminder has developed with them. This shows that children feel safe and happy in the childminder's care. The childminder works with parents to ensure that she understands the needs and level of development of all children and provides activities and learning experiences that build and support this. This means that children make good progress during their time with the childminder.

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The provision is good

The childminder consistently encourages children to be independent during the day. Children are given opportunities to take their time to do daily tasks by themselves. For example, children attempt to put their own shoes on when it is time to go outside. The childminder builds her curriculum around the interests of the children and provides them with enriching activities to support their progress. For example, the childminder provides many opportunities for children to access the world around them. They visit the local library and regularly attend stay-and- play sessions. This supports children's social development and allows them to interact with a variety of people in the local community.

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need to do better?

n The childminder skilfully extends children's learning when reading stories. They talk about the colours on the pages of the book and match them with items in the environment. For example, when children see green on the picture of a kite, they match the colour green to a car that another child is holding. Children show excitement as they do this, developing their love of books. n Children are supported in making healthy choices and sit together during mealtimes. For example, they select which fruit and vegetables they want for their snack. Children hold a large spoon and scoop red peppers onto their plate. Children talk about the different foods they are eating and what their favourites are. Once children have finished their snack, they take their plates to the sink and wash their own hands. n The childminder provides children with a wide range of learning experiences in the outdoor area. Children show enjoyment as they push large trucks around the

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need to do better?

garden area. Children say they are going on an 'ant hunt' as they walk around the garden looking for insects. This supports children in learning about the world around them. n The childminder provides numerous opportunities for children to develop their gross motor skills. For example, children hold large pieces of chalk and draw big circles on a blackboard outside. However, the childminder provides fewer experiences for older children to build on their fine motor skills to support them

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need to do better?

29 May 2025 in readiness for school. n The childminder continuously engages with the children and sits at their level during activities. They take it in turns to find the correct pieces when completing a puzzle. However, at times, the childminder does not support children to make choices about what they want to play with to enable them to take a lead and follow their own ideas in play. n Mathematics is embedded in learning. The childminder uses what children already know and then builds on their understanding. For example, children look for a number seven on a card and then find the matching picture card that has seven ducks on it. The childminder praises children and then extends their learning further as she asks if they can match the number 10 with the correct picture. n The childminder has high expectations for children to behave well, and this is embedded as soon as children start. Children use 'please' and 'thank you' during

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need to do better?

the day and help each other tidy up when they have finished with an activity. n Parents speak highly of the childminder. They share that the childminder has a professional but personal approach with children and families, and this allows them to build meaningful relationships. The childminder regularly shares information with parents, and they know how their children are progressing in her care. n The childminder reflects on her practice and attends regular training that supports her own professional development. This means that her practice is continually developing and children receive quality teaching and learning.

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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 provide more opportunities for older children to develop their fine motor skills to support their school readiness even further n strengthen opportunities for children to access child-led activities, allowing them to follow their own interests and ideas in play.

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Setting details

Unique reference number EY501166 Local authority Birmingham Inspection number 10394518 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 3 Number of children on roll 9 Date of previous inspection 10 September 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Birmingham. She operates her provision all year round, from 7am to 6pm, Sunday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3. She provides government-funded early education.

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Inspection activities

n The inspector viewed the areas of the childminder's home that are used for childcare and discussed the safety and suitability of the premises. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n Parents shared their written views on the childminder's setting with the inspector. n The inspector spoke to the childminder and the children at appropriate times during the inspection. n The inspector observed the interactions between the childminder and the children.

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Inspection activities

29 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

29 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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