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

The childminder supports children's emotional well-being by creating a nurturing and supportive environment. She forms strong relationships with children and their families. She ensures the resources are easily accessible for all children, including those with special educational needs and/or disabilities (SEND). Children decide how they like to learn. They find bugs in the coloured rice and talk about what they have found. They sing songs with each other and dance around the room. Children develop communication skills while they play. They talk about bees as they use blocks to build a 'house' for the bees. The childminder talks to children throughout their day, supporting their vocabulary to grow and develop. The childminder promotes children's health throughout the daily routines. Children are encouraged to wash their hands before and after eating. She prepares fresh meals for the children and provides healthy snacks. The childminder supports children to talk

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The provision is good

about the fruit they eat at snack time. Children comment that fruit makes them 'strong'. Children play in the garden where they engage in physical activities. This helps to develop children's physical strength and contributes to their overall health.

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The provision is good

The childminder is a good role model, promoting positive attitudes towards children's play and learning. She supports children to understand her expectations, and follow instructions. The childminder offers frequent praise for children's good manners and efforts throughout their day. As a result, children listen carefully to the childminder's instructions and behave well.

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need to do better?

n The childminder provides a curriculum that allows children to lead their learning and build on their interests. She plans learning with a focus on providing enjoyable experiences to enhance the learning. For example, the childminder plans trips to the airport to see the aeroplanes fly. She takes children to the local park and attends other children's groups, like gymnastics. This helps children to make sense of the world around them and develop a variety of skills. n Parents are happy with the care their children receive. They report that communication is effective. Parents feel supported by the childminder when it comes to childcare matters, including allergies and concerns around SEND. The childminder works closely with the parents to support continuity of learning between home and her setting. n The childminder gathers detailed information about the children when they first start. She knows the children well and understands where they are in their

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need to do better?

learning and development. She observes the children and tracks their progress on a regular basis. This enables her to identify any gaps in learning and set clear targets for the children. This helps children to receive the support they need to make good progress in their development.

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need to do better?

5 June 2025 n The childminder supports children's independence skills well. Children wash their hands independently. They lay the table ready for snack time and use a knife to help to cut the fruit safely for everyone to share. They understand the routines well and this supports their understanding of what to expect in a day. This also helps to build their confidence and self-esteem. n The childminder engages in regular professional development opportunities. She seeks out courses to enhance her practice and ability to help children learn. For example, she has completed a course to help her support children with SEND. The childminder has plans to improve her sign language skills to support the communication of all children. This helps children to make good progress in their learning and to catch up with their peers, where possible. n Children of all ages have the opportunity to take part in group activities. For

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need to do better?

example, while reading a book, the children are invited to contribute and join in. Most children eagerly participate and join in the discussions. They name the items from the book, and answer questions. However, at times, the childminder does not always invite quieter children into conversations. This limits their chances to practise language skills and interact with others. n The childminder promotes diversity by incorporating activities that teach children about different cultures and backgrounds. She helps children to learn about various traditions, foods and stories from around the world. She also helps children to understand other differences in the community, for example family structures. This helps children to develop an appreciation and respect for different groups of people in society.

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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 strengthen opportunities for quieter children to take part in conversations more to help them develop their language skills and interact with others.

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Setting details

Unique reference number EY473555 Local authority Birmingham Inspection number 10388525 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 5 Number of children on roll 5 Date of previous inspection 16 July 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Birmingham. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She receives funding for the provision of early education for two-, three- and four-year-old children. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is 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 interactions between the childminder and children. 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

5 June 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

5 June 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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