Childminder 255613

Overall effectiveness Good

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

p.1

The provision is good

The childminder creates a calm, caring environment, where children receive close attention and responsive care. She builds strong bonds through consistent routines and warm interactions, helping children feel secure. She plans familiar activities that reflect children's interests. Children quickly develop confidence in her care. They express themselves through emerging language and show curiosity in their play.

p.2

The provision is good

The childminder designs a curriculum that is shaped by her knowledge of each child's development, interests and home life. She places strong emphasis on communication, emotional development and independence, particularly for the youngest children. Activities are planned around familiar routines and enhancements, such as visits to the park, nature walks and seasonal experiences, that help to broaden children's understanding of the world. The childminder adapts experiences to match children's stage of learning, such as offering treasure baskets to support sensory exploration or using photo prompts to build self-awareness. Children progress well.

p.2

The provision is good

The childminder uses simple routines and clear language to help children learn what is expected. From a young age, she sets realistic boundaries, like sitting down to drink or using 'kind hands', and repeats these gently and consistently so that children understand. She praises children when they take turns or help tidy up and gives them time to do things for themselves. The childminder uses a calm, steady approach that helps children feel safe and know what is expected.

p.2

need to do better?

n The childminder reflects well on her practice and values the views of parents as part of her self-evaluation. She attends regular training with the local authority and keeps up to date with guidance. However, she does not use her self- evaluation to select professional development that is closely matched to her own learning priorities or the specific needs of the children. This reduces the impact of training on improving her practice and outcomes for children. n The childminder uses what she knows about each child's development to plan next steps in learning. She observes children closely, tracks their progress over time and seeks parents' input. n The childminder plans a variety of activities and interacts skilfully with children to support their learning. She enhances their play well. However, the childminder does not consistently organise the learning environment to reflect all seven areas or make resources easily accessible. At times, this reduces children's

p.2

need to do better?

engagement and ability to make independent choices and follow their interests in play.

p.2

need to do better?

8 July 2025 n The childminder builds strong relationships with parents and keeps them well informed through daily updates and regular conversations. She works closely with families to support children's care, routines and next steps in learning. Parents speak highly of the setting and describe it as safe, nurturing and consistent. n The childminder places a strong focus on developing children's language and communication. She models clear vocabulary, repeats key phrases and builds on what children say during play and routines. Children show good listening skills, begin to link words and gain confidence in expressing themselves. n The childminder supports children's problem-solving skills. She gives them time to explore, test ideas and work things out for themselves, such as how to stack blocks or fit shapes into containers. Children become confident, independent thinkers. n The childminder promotes children's personal development well. She helps them

p.2

need to do better?

to understand their emotions and build self-awareness. She uses photos, mirrors and simple language to talk about feelings. Children develop their emotional awareness and are well prepared for when they move to nursery. n The childminder plans regular outings that provide children with opportunities to meet new people and experience new places. She uses local groups, cafés and community spaces to support turn-taking, social interaction and confidence beyond the home. Children build the social skills they need for future learning. n The childminder promotes children's health through safe sleep routines, clear hygiene practices and close attention to nutritional needs. She supports children to make healthy food choices and helps them to build positive habits that support their physical development. For example, she helps younger children to build up their stamina for longer walks.

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 focus professional development more precisely to reflect the current priorities of the provision and enhance teaching and learning n extend planning for the learning environment so it reflects all seven areas of learning and enables children to access a wider range of purposeful resources independently.

p.3

Setting details

Unique reference number 255613 Local authority Dudley Inspection number 10392423 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 14 Date of previous inspection 21 August 2019

p.4

Information about this early years setting

The childminder registered in 1994 and lives in Brierley Hill, Dudley. She operates from 7.30am to 5.15pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate early years childcare qualification at level 3. She provides funded early education places.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that 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 Children interacted with the inspector during the inspection. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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.

p.4

Inspection activities

8 July 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.

p.4

Inspection activities

8 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6