Childminder EY315770

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 arrive and settle quickly in the home-from-home environment that the childminder has developed. The childminder builds strong relationships with children. This is reflected in the way children behave. Without prompts, children begin to tidy resources away in the correct place, using their own initiative. The childminder encourages children to share and take turns during play. For example, children wait patiently for their turn with a specific car when playing with a garage. Once they have the car they want, the childminder prompts children to say 'thank you'. This embeds good behaviour in the daily routine.

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The provision is good

The childminder knows children extremely well. She takes time when children first start to get to know them and ensures that learning opportunities are provided to reflect the ages and stages of development of all children in the setting. Children show high levels of concentration during focus activities that the childminder has planned. She takes into account the level of development of all children and plans activities to ensure that they make good progress. For example, children engage with autumnal resources. They use different utensils to scoop and gather the different objects in the tray. A variety of tools supports children in developing their fine motor skills and allows children to explore the different resources the childminder has provided.

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need to do better?

n Children sit together to read stories and listen carefully as the childminder reads to them. The childminder engages with children and asks them questions about what they can see and what is happening. Children point out animals and identify them, saying 'crocodile' and 'elephant'. The childminder builds on this and asks children what noises the animals make as children excitedly make the action of snapping their hands together. This helps to develop a love of books for all children. n Children have many opportunities to access their local environment. They attend local stay-and-play sessions and visit the local park. Children use the play area to develop their large-scale physical skills and often walk through the local woods. However, the childminder does not provide as many opportunities for children to learn about the wider world around them to build on their knowledge of similarities, differences and wider communities.

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need to do better?

n The childminder develops children's understanding of mathematics as they play. Children talk about the size of objects as they look at different-sized pumpkins. They identify that some are 'small' and others are 'big'. The childminder builds on their knowledge of numbers. Children stack wooden circles on top of each other, and the childminder counts 'one, two, three'. Children talk about how high their towers are and discuss whose is bigger. As a result, children show

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need to do better?

18 September 2025 confidence in using mathematics in play. n Children's independence is supported throughout the curriculum. During lunchtime, children wash their hands and sit at the table as they wait for their meal. Children eat their food independently, with supervision from the childminder. They select which food they want from their lunch box and talk to each other as they each eat a banana after their main meals. Children are able to make their own choices during the routine. n Transitions during the day are supported well. The childminder gives prompts to children to let them know what is happening during the routine. However, when children transition to school, information regarding children's care and learning is not always shared to support a smooth start to school life. n The childminder praises children throughout the day. Older children check on their younger friends and offer them help during activities. The childminder

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need to do better?

praises them and shares how kind they are. Children are called 'superstar' and praised for behaving well during the day. This supports children's sense of identity and allows them to feel proud of themselves. n Parents speak highly of the childminder. They share that there is a home-from- home approach and that the childminder has played an invaluable role in their children's early years. Parents share how the childminder consistently communicates children's level of development and shares their learning with them frequently.

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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 provide children with opportunities to develop their understanding of diversity in the wider world around them n enhance information-sharing at important points of transition, such as when children go to school, to help support continuity of care and learning.

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Setting details

Unique reference number EY315770 Local authority Sandwell Inspection number 10407591 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 3 Number of children on roll 5 Date of previous inspection 14 January 2020

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Information about this early years setting

The childminder registered in 2005 and lives in Bearwood, West Midlands. She operates from 7.30am to 5pm, Tuesday to Friday, term time only. The childminder holds an appropriate qualification at level 3 and provides government-funded childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the curriculum is implemented and the impact on the children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector carried out observations of the childminder's practice and activities that she planned. n The childminder provided the inspector with written feedback from parents, which the inspector took account of.

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Inspection activities

18 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

18 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

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