Henderson Caroline

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

p.1

The provision is good

The childminder has a secure understanding of each child's unique personality and individual needs. She designs a curriculum tailored to their interests and developmental stages, encouraging learning through play. As a result, children arrive eagerly and immerse themselves in their favourite activities. During these moments, children speak confidently with each other, as well as with the childminder and her assistants, sharing ideas, negotiating roles and creating their own play scenarios. This highlights their strong social skills and the positive relationships they have formed. Children feel safe and secure.

p.2

The provision is good

The childminder and her assistants are attentive to children's needs. They move materials within easy reach and offer guidance. For example, they encourage children to wipe the excess paint off their brushes to better support brush control. The childminder and her assistants acknowledge children's efforts, such as when they dress themselves independently. They provide praise to reinforce positive behaviour, such as when children demonstrate colour recognition by matching paintbrushes to the appropriate paint pots. The childminder promotes teamwork and values children's 'good ideas'. Children are happy and they behave well.

p.2

need to do better?

n Children wash their hands independently before sitting at the table to eat their packed lunches. After leaving the table, they graze throughout the day. Although the childminder always supervises children and encourages them to find a seat, this routine does not fully promote healthy eating habits or prepare them for the more structured mealtimes they will experience at school. n Children's communication skills are well promoted, and they are chatty and confident. For instance, the childminder and her assistants encourage children to talk about their paintings, building on their real-life experiences. They gently correct children's pronunciation by modelling the correct speech back to them. Children enjoy sitting with the childminder to look at drawings they and their peers have previously created, strengthening social bonds and self-esteem. n The childminder reflects on both her own and her assistants' practice to identify

p.2

need to do better?

areas for development. She attends training sessions and webinars to update their knowledge and improve the quality of care they provide. For example, following training, she introduced named pegs for individual hand towels to reduce the risk of cross-contamination and to help children to recognise their names. n The childminder works closely with the local authority to enhance her provision and ensure that children's needs are met. When additional support is needed, she knows to make timely referrals to local services in partnership with parents and carers, helping to secure the appropriate interventions.

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need to do better?

15 July 2025 n The childminder provides resources, such as stress balls and fidget spinners, to support children in regulating their emotions. She guides them in managing their behaviour and offers them space to calm down. By monitoring situations, such as crowded outings, she prevents children from becoming overwhelmed, helping them to feel safer and more secure in the community. n Overall, the childminder and her assistants create a supportive learning environment. However, they do not always identify opportunities to extend or challenge children's learning. For example, during creative activities, they do not consistently encourage children to make independent decisions, such as choosing the quantity of paint needed to create a desired colour. This limits children's opportunities to develop problem-solving skills, creativity and independence. n Parents feel well informed about their children's learning and development,

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need to do better?

including their next steps. They describe the setting as a safe, welcoming, home-from-home environment where children are happy and settled. Parents value the play-based approach and the opportunities children have to explore different celebrations and festivals. Outdoor play is particularly appreciated, as it promotes children's interests in a 'fun and educational way'. n The nursery teacher at the local school, which some children attend, acknowledges that the childminder shares useful information about the children in her care, helping to build positive relationships. While the childminder collaborates with some schools, she does not consistently share details about children's next steps and progress with all the schools that children attend or transition to. This lack of consistency limits the continuity in children's care and learning.

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 review mealtime routines to better support children's understanding of healthy eating habits n make better use of opportunities to extend and challenge children's learning, particularly by encouraging them to think critically and attempt tasks independently n develop closer partnerships with all settings that children move on to or attend, to promote consistency in their care and learning.

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Setting details

Unique reference number 255002 Local authority Sandwell Inspection number 10394798 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 12 Number of children on roll 17 Date of previous inspection 26 September 2019

p.4

Information about this early years setting

The childminder registered in 1997 and lives in the Great Barr area of Birmingham. She operates 46 weeks of the year, Monday to Thursday, from 8am to 8.30am and from 11:45am to 5:30pm. The setting is closed bank holidays. The childminder holds an appropriate early years qualification at level 3 and works with an assistant who has qualified teacher status. The setting receives funding for four-year-old children.

p.4

Inspection activities

n The childminder spoke to the inspector about their intentions for children's learning. n The inspector and the childminder carried out a joint observation of the assistant's practice. n The inspector held discussions with the childminder and her assistant about safeguarding. n The inspector observed the interactions with children throughout the day and evaluated the impact on children's learning. n The views of parents were considered by the inspector through telephone discussions and feedback forms. n Children interacted with the inspector during the inspection and included them in their play. n The inspector reviewed relevant documentation, including evidence of the suitability of those living and working in the household.

p.5

Inspection activities

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

15 July 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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