Flower, Caroline Anne

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

p.1

The provision is good

Children are extremely excited as they enter the homely setting of this nurturing childminder. The childminder supports children's independence. She encourages them to take off their coats and shoes. Children settle quickly into the routines, which are familiar to them. For example, they are excited to select the items they want for their breakfast. Children have a positive relationship with the childminder. As a result, they feel safe and secure.

p.2

The provision is good

Children choose from the variety of experiences the childminder provides for them. They play alongside other children, wheeling the cars across the carpet. They use inset puzzles and listen to stories. Children who show an interest in dinosaurs are excited to roar like them as they lift the flaps in a book. The childminder ensures children benefit from daily outdoor activities. Children independently explore the large garden. They develop their gross motor skills as they climb up a ladder, and show delight as they slide down. Children enjoy using tools to discover and dig up hidden bones in the sand and pretend these are dinosaur bones. The childminder guides children to count one to one to find out how many bones they have found. Children behave well as the childminder is a good role model and reminds them about using the setting behaviour rules.

p.2

need to do better?

n The childminder has designed a well-sequenced curriculum for all children. She sets developmentally appropriate next steps and plans a range of activities to support children to reach these. The childminder has a good knowledge of the early years foundation stage and provides a variety of experiences for children. Overall, children are making good progress in their learning and development. n The childminder uses assessment well to find out about what children know and what they need to learn next. She knows children's interests and provides some activities based on these, such as dinosaurs. However, she does not consistently plan activities that fully take into account children's individual interests to support their learning even further. n Children are developing their knowledge and understanding of the world. The childminder talks to children about volcanos. She uses expressions to capture children's attention. For example, she tells them the volcano is erupting and

p.2

need to do better?

says, 'let's run away'. Furthermore, she talks to them about lava and how it is turning red. As a result, children learn about cause and effect. n Children are developing a love of books and enjoy listening to the many stories the childminder reads to them. Children are keen to point out the different coloured dinosaurs in the book. The childminder introduces words to describe the dinosaurs, such as giant. This helps to extend children's vocabulary. n Children benefit from healthy, nutritious snacks. For example, the childminder

p.2

need to do better?

28 May 2025 talks to children about the different fruits and encourages them to choose which ones they want to try. Children select from strawberries, blueberries, grapes, mangos and melons for their snack. They use a big spoon to scoop the cut-up fruit from the bowl. However, the childminder does not consider the individual developmental needs of the children when providing equipment to help them use their fine motor skills. That said, the childminder is proactive at taking on feedback and reflects upon her practice. n Parents report the childminder is fantastic as she keeps them regularly updated about their children's learning. For example, they explain that the childminder gives them pointers on how to develop their children's mathematical development. In particular, helping them to introduce the learning of numbers at home with their children. Furthermore, they report that they jointly set developmental goals together with the childminder, such as when children are

p.2

need to do better?

ready for potty training. This ensures partnerships with parents are effective. n The childminder evaluates her practice. She is part of a childminder forum and attends local authority training to keep her knowledge up to date. The childminder is trained to use a speech and language toolkit, which helps her to identify children who may need extra support in their communication and language.

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 incorporate children's interests even more when planning learning experiences n consider children's individual development needs when providing equipment to help them to develop their fine motor skills.

p.3

Setting details

Unique reference number 2697332 Local authority Dudley Inspection number 10394590 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 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Halesowen, Dudley. She operates all year round, except for bank and family holidays. Sessions are Monday to Friday from 7am to 6pm, and Saturday from 8am to 2pm. The childminder holds a relevant early years qualification at level 3 and provides funded early education for all eligible children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

p.4

Inspection activities

28 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

28 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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