Childminder 2730028

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

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The provision is good

Children flourish in this nurturing childminder's home, where learning through play is at the heart of the curriculum and everyday activities. Children are deeply engaged and focused, and show curiosity as they explore the rich variety of games the childminder prepares for them. The childminder's curriculum incorporates a hands-on approach to nature and gardening. Children grow and harvest vegetables, such as peppers, tomatoes and potatoes. They collect apples, pears and cherries from the garden. Children enjoy regular nature walks and investigate minibeasts. The childminder uses these experiences to foster children's understanding of their natural world. She plans her curriculum and teaching to nurture children's observation skills, curiosity and scientific thinking.

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The provision is good

Children develop a strong sense of responsibility through daily routines. They confidently set up the table for meals, clear away after snacks and take pride in their achievements. This helps children to build their self-esteem and develop confidence in their own abilities. The childminder integrates books, songs, poems and nursery rhymes into the children's day. Children often make connections between texts and familiar rhymes. For example, during a story session, children can see a worm and start singing a song about a worm in the garden. This supports the development of children's early literacy and memory skills, while also enriching their vocabulary and language development.

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need to do better?

n The childminder provides an engaging and personalised curriculum that meets the needs of all children. She plans weekly themes, which are flexible and responsive to children's interests. The childminder's planning incorporates seasonal changes, the local environment and cultural celebrations, such as Lunar New Year and Diwali. This helps to broaden children's experiences of their communities. The childminder uses parents and carers' input and children's home experiences to inform her planning. This ensures that children's learning is meaningful. n Children make good progress across all areas of learning. They are confident communicators. Children show curiosity and maintain focus during activities. They make meaningful connections between their play and the wider world. n Books are central to children's learning in the childminder's home. She supports children's language and literacy through topic-related stories and weekly library

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need to do better?

loans. The childminder encourages children to look at books independently and use them to regulate their emotions and when they need to unwind. This helps children to develop a love for reading. n Children are independent and responsible, managing their toileting and hygiene routines well. They always remember to wash their hands before meals and

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need to do better?

5 September 2025 after coming back from the garden. Children remind themselves that 'germs are invisible'. They learn to take turns, share resources and be kind to each other. n Children benefit from learning about healthy lifestyles. They enjoy nutritious snacks. Children learn about the importance of healthy eating and making 'good' choices that contribute to their growth and well-being. They regularly engage in physical activities during outdoor play, nature walks and manual games such as threading, manipulating play dough and matching socks. n There is a strong focus on introducing early mathematics to children. Children engage in playful activities, such as creating their faces using play dough, that involve exploring numbers, comparing quantities and using mathematical language, such as 'same, 'different' and 'bigger'. The childminder consistently models rich vocabulary related to shapes, sizes and actions. She encourages

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need to do better?

children to think by asking open-ended questions. However, at times, the childminder does not allow enough time for children to process and answer her questions, often stepping in to provide the answers herself. This does not support children to extend their thinking and problem-solving skills. n Parents talk with appreciation about the childminder's teaching and the impact it has on their children's development. They report that their children are well prepared for school. Parents value the childminder's ability to combine a warm and nurturing home environment with a strong educational focus. n The childminder shows a strong commitment to her professional growth. She regularly participates in training. The childminder actively looks for opportunities to learn new strategies and expand her understanding. This ensures that her teaching remains relevant, intentional and impactful.

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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.

p.3

should:

n provide children time to process questions fully before providing answers to further support their thinking and problem-solving skills.

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Setting details

Unique reference number 2730028 Local authority Solihull Inspection number 10399216 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 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder, registered in 2023 and is based in the Shirley area of Birmingham. She provides childcare all year round, from 8am to 5pm, Monday to Friday. She holds an early years teacher qualification and works alongside an assistant. The childminder provides government-funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that 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 her early years foundation stage curriculum. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and the children. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

5 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.

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Inspection activities

5 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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

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