Childminder 2606168

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

p.1

The provision is good

Children are happy and settled. They form strong bonds with the adults who care for them. Adults surround children with lots of comfort, love and reassurance where needed. This works well most of the time and supports younger children to settle quickly. Children are provided with a wealth of learning experiences, both inside and outside. Adults think carefully about children's development and plan activities that enable all children to make continued progress in their development. Children show an eagerness to get engaged and most children stay enthused to learn. Older children smile and laugh as they copy a range of yoga poses and stretches.

p.2

The provision is good

Children of all ages enjoy building using a range of media. Younger children show resilience as they attempt to stack large building blocks. Older children build with purpose as they make boats. Adults have discussions with the children about what they might see, hear or smell while on a boat. Mealtimes are a very social and positive learning experience for children. Older children learn new words, such as appetite, as adults talk to them about why their bodies need food. Adults support children to learn about what they are eating and where the food comes from. Children of all ages are given lots of opportunities to develop their fine motor skills as they make marks using an array of materials. Babies smile and make sounds as they draw on boards and older children start to ascribe meanings to the marks they make.

p.2

need to do better?

n The curriculum is varied. The childminder is keen for children to leave her setting able to play alongside others, able to communicate their needs and having an understanding of their own emotions. The curriculum is sequenced well to build on children's development over time. n Adults take into consideration what they know about each child and plan exciting learning experiences for children to engage with. Adults extend children's knowledge well as they play. Children learn about mathematical concepts as they play with water. For instance, adults talk to them about under, over, up, down, full and empty. n Children of all ages have plenty of opportunities to listen to stories and rhymes. Adults read stories clearly and with lots of expression. They encourage children to join in with the words and actions from familiar songs and stories. However, there are times where adults ask questions back to back, or reword questions

p.2

need to do better?

quite quickly without giving children enough time or space to think about their responses. n The childminder finds out key information about children from their parents and routinely updates this information. However, routines for younger children and/or

p.2

need to do better?

11 September 2025 babies are not flexible enough. Consequently, some children become upset when they are tired or hungry during free play time. n Partnership working with other professionals is a key strength of this setting. The childminder works actively with others to ensure children receive the specialist help and/or care they require. For instance, adults notice early signs of delay and work with parents and other professionals as needed. n The childminder works very closely with parents. She regularly shares and gathers key information about the children. This helps to ensure children receive the consistency they require. The childminder keeps parents up to date about their child's development. She provides them with guidance and support for how they can continue their child's learning at home. Parents and grandparents speak highly about the childminder and other adults who work with their children

p.2

need to do better?

and/or grandchildren. Parents explain that they can see the progress in their child's development. n The childminder has effective procedures in place to monitor the practice of all adults who work with children. She holds regular review meetings and together they reflect on practice, set individual targets and identify training needs. The childminder actively sets training courses for all adults to complete, this includes herself. This enables all adults to develop their knowledge, confidence and skills overtime. n Adults are positive role models to children. They remind children of the rules and praise them for what they do well. Adults quickly intervene where needed, supporting children to learn how to play safely. They support older children to be mindful of younger children while they play. Consequently, older children show their peers lots of care and support. n The childminder maintains accurate records, this includes for any accidents that

p.3

need to do better?

occur. She has effective mobile phone procedures in place for any adults who work with her. The childminder seeks consent from parents for all photos taken.

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 enhance teaching practice further to ensure children are provided with enough time and space to think about their responses when questions are being asked n adapt the routines in place, particularly for younger children and babies, to ensure that adults can better meet their needs when they become hungry or tired.

p.3

Setting details

Unique reference number 2606168 Local authority Sandwell Inspection number 10417612 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 16 Date of previous inspection 26 August 2022

p.4

Information about this early years setting

The childminder registered in 2020. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with assistants. She provides funded early education for two-, three- and four-year-old children. The childminder holds appropriate childcare qualifications at level 3.

p.4

Inspection activities

n The inspector viewed the setting and discussed the safety and suitability of it. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. 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 talked to adults, parents and grandparents and took account of their views. n Adults spoke to the inspector about how they support children with special educational needs and/or disabilities. 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.

p.4

Inspection activities

11 September 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

11 September 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