Childminder 204503

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 happy and motivated to explore the home of the experienced childminder. They look to her with fondness and communicate confidently about their wants and needs. The childminder offers warmth and reassurance. She provides gentle reminders about care and consideration for others. This fosters a sense of security and helps children to learn about kindness and respect. Children play well together and follow the established routines. They take part in daily tasks and develop a sense of pride in their accomplishments. For instance, they learn to use knives safely as they slice cucumber to feed to the tortoise. They watch with pride as the tortoise eats the food that they have prepared.

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The provision is good

The childminder prioritises children's development in the prime areas of learning. She meets with other local providers for outings and activities, where children develop their social skills in larger groups. The children delight in opportunities to visit new places, travelling by bus or train, developing a broader knowledge of the world around them. They develop an understanding of the differences between people in the community. Children develop their strength and coordination in the garden. They investigate ways of moving up and down steps safely and explore ways of moving on the balancing equipment.

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need to do better?

n The childminder provides an effective settling-in process, where she works with families to learn about children's unique needs and interests. She uses this information to cater for their individual needs. This helps children to settle well. The childminder carries out routine assessments of children's learning and development to help her to plan for some of their needs. However, assessments are not always used effectively to identify children's precise next steps. n Children are offered a broad curriculum that covers all areas of learning. The childminder plans activities that follow children's interests. For example, children engage and delight in the marks that they can make while marble painting. The childminder provides opportunities for children to explore sea creatures as they splash and play in the water tray. However, on occasion, she does not plan and deliver activities precisely linked to children's learning needs to extend their

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need to do better?

learning further. n Children communicate confidently with the childminder. They use words and gestures to share their thoughts and feelings. Children look to her for reassurance and receive praise for their efforts and achievements. The childminder offers clear vocabulary and repetition that focusses on key words. Children closely observe the childminder's face as she pronounces words, and they repeat these back to her. As a result, children make good progress from their starting points.

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need to do better?

30 June 2025 n The committed childminder values the positive relationships that she creates with families. She welcomes their feedback and contributions that they share along their children's learning journey. Parents speak highly of the childminder and the positive learning environment that she has created. They are grateful for the positive level of communication that she provides and the excellent progress that their children make. Parents feel secure in the knowledge that their children are safe and well cared for. n The devoted childminder is committed to prioritising children's well-being. She recognises when children are hungry or tired and adapts her routine accordingly. Children learn the importance of washing their hands before eating and confidently join the childminder at the low-level sink to wash and dry their hands. The childminder promotes positive attitudes towards food and healthy eating. She counts strawberries with children as they eat. During nappy

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need to do better?

changes, the children join in with counting up to eight as they help to change their clothes. Children have positive sleep routines and calmly settle themselves to sleep under the watchful eye of the caring childminder. n The childminder regularly attends training to enhance her professional development. She tailors this to the needs of the children that attend and uses her new knowledge to enhance children's experiences. The childminder has a robust understanding of her role in safeguarding children in her care and puts appropriate measures in place to keep children safe.

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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 enhance assessment procedures to identify more precisely what individual children need to learn next n focus planning and teaching on what children need to learn next to extend their learning further.

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Setting details

Unique reference number 204503 Local authority Worcestershire Inspection number 10398522 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 6 Number of children on roll 15 Date of previous inspection 28 October 2019

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Information about this early years setting

The childminder registered in 1997 and lives in Rubery, near Birmingham. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. The setting provides funded early education for eligible children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the 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 Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and the 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

30 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

30 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

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