Childminder EY476061

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 thrive in this nurturing setting. They arrive happily and confidently engage in welcome routines, taking off their shoes and washing their hands in readiness for play. Children demonstrate feelings of connection and belonging in the setting as they receive a warm welcome from the childminder and their peers. They confidently select resources to explore, and older children happily play alongside their younger peers, showing them how to join the magnetic tiles together. This helps children to develop their fine motor skills and hand-eye coordination. Children confidently demonstrate to a visitor how they can join three magnetic trucks together.

p.2

The provision is good

The childminder creates a superb outdoor curriculum. The provision of an ample outdoor learning space ensures that children spend a significant amount of time engaged in the broad-ranging and exciting opportunities the childminder provides. Children benefit significantly from the regular fresh air and active play. They experience all four seasons, which helps to develop their understanding of the world around them. Children delight in exploring the large sandpit, where they scoop, build and mix using a variety of tools and utensils. This helps children build strength in their small and large muscles, which in turn lays the firm foundation for the dexterity needed for early writing.

p.2

need to do better?

n The childminder works closely with her co-childminder to design a strong and well-sequenced curriculum. They work together skilfully to gather information, carefully observe and then plan for children's learning. Their approach is highly effective in supporting children to make substantial progress across all seven areas of learning and development. n The childminder recognises her training needs and seeks out professional development opportunities to enhance the services provided to children and families. She takes the initiative to refresh her knowledge, particularly when there are updates to the early years foundation stage. The childminder regularly engages in professional conversations with her co-childminder to continuously promote improvement within the setting. n The childminder is a strong role model for children's communication and language development. She uses song and rhyme to develop children's sense of

p.2

need to do better?

rhythm and further extend their vocabulary. The childminder joyfully leads small- group time as she encourages children to choose visual prompts. Even the youngest children join in with actions and happily 'row their boat' with their friends. These engaging singing sessions also support children's concentration and listening skills. n Children behave impeccably. The childminder supports children to develop a

p.2

need to do better?

24 September 2025 clear understanding of her expectations through gentle and consistent communication. For example, she reminds younger children not to throw the toys and demonstrates how to put them back where they belong. The childminder praises children as they make positive behaviour choices. She consistently models kindness and compassion to the children, which in turn encourages them to be kind to one another. Older children demonstrate a loving approach to their younger peers, which helps create a harmonious atmosphere across the setting. n Children learn about the importance of their own health. The childminder consistently supports children in developing life skills for the future. Even the youngest children follow securely embedded routines that build their awareness of good hygiene. Children also benefit from learning about their oral health through a visit from the dental nurse, who shares stories and activities with

p.2

need to do better?

them. n Children show great interest in the world around them. For example, they delight in playing with the small world creatures in the 'fairy garden'. Children are naturally curious and ask questions such as 'Can hedgehogs swim?' The childminder seeks information to share accurate facts with them. However, she does not consistently support children in developing the skills needed to find information for themselves, which would further support their autonomy and independent learning. n The childminder develops excellent relationships with parents, who comment positively on the caring and nurturing service offered to the children. Parents feel included and fully involved in their children's learning. They share that they appreciate the detailed feedback from the childminder and the opportunity to engage in regular discussions about their child's development.

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 strengthen opportunities for children to lead and develop more autonomy in their learning to extend their levels of skill and confidence even further.

p.3

Setting details

Unique reference number EY476061 Local authority Birmingham Inspection number 10391325 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 11 Date of previous inspection 22 January 2020

p.4

Information about this early years setting

The childminder registered in 2014 and lives in Nechells, Birmingham. She works with a relative, who is also a registered childminder. The childminder operates Monday to Friday from 7am to 6pm, all year round. She offers funded places for children aged nine months to four years. The childminder holds a level 3 qualification.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. 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

24 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

24 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