Childminder EY476063

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 happily arrive at the childminder's setting. They receive a very warm welcome, and the childminder engages with parents to gather any necessary information to ensure the children have a good day. These respectful relationships with parents let children know that they are in the safe hands of the childminder, which helps them to feel connected. Children follow the securely embedded care routines. They become adept at washing and drying their hands. Even the youngest children delight in finding their personal towels to dry their hands, and are keen to show these to a visitor.

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The provision is good

The childminder has high expectations for all children. She gives gentle reminders about using good manners and the importance of sharing resources with their friends. Children are encouraged to keep trying when they find something difficult, for example as they open small pots of play dough. The childminder offers just the right amount of help each child needs to be successful. Children listen carefully to the childminder, and their behaviour is good. The curriculum is carefully sequenced to offer a range of experiences for children that build on their natural interests and developmental stage. Children recap and revisit prior learning so the skills they learn are mastered. All children make good progress and are equipped with the skills they need for future learning.

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need to do better?

n The childminder has carefully constructed the curriculum to meet children's individual needs by paying close regard to their developmental needs and interests. She works in close partnership with her co-childminder 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 identifies training needs and professional development opportunities that further support the provision on offer to children and families. She is proactive in determining where her knowledge needs updating, for example when there are changes to the early years foundation stage. The childminder engages in regular professional discussions with her co-childminder to consistently drive improvement across the provision. n The childminder supports children's understanding of mathematical concepts

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need to do better?

highly effectively. She skilfully stretches and challenges more able children to help them make the best possible progress. For example, they learn about weight as they experiment with cones and conkers using the scales. The childminder helps children to secure mathematical language such as 'light' and 'heavy' into their ever-developing vocabulary. n The childminder ensures hygiene routines are securely embedded. For example,

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need to do better?

24 September 2025 children learn from an early age the importance of washing and drying their hands competently. The childminder supports them to practise this important life skill routinely throughout the day. However, she does not yet consistently support children in wiping their noses independently. n The childminder is an excellent role model for children's communication and language. She ensures that children hear the correct pronunciation of sounds that they struggle to say. This reinforces children's language skills effectively and helps them develop into confident communicators. The childminder pays close, careful attention to children's non-verbal and verbal communication. This encourages children to make their wishes and feelings known. For example, babies point and gesture to the equipment they would like to explore. n Children behave impeccably. The childminder is an excellent role model for kind

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need to do better?

and respectful interactions. She speaks to the children in a calm and gentle voice, which encourages them to listen and understand her expectations. The childminder ensures there are sufficient resources to help children play alongside each other. She also steps in to support them in cooperating with their peers. This helps to create an exceptionally harmonious atmosphere across the setting. n The childminder skilfully builds on children's natural curiosity to extend their learning. For example, when they show great interest in colour mixing, the childminder encourages them to manipulate and combine small pieces of dough to create new colours. Children are fascinated by the changes they can make, which extends their understanding even further. n The childminder builds respectful partnerships with parents that help support children's sense of well-being. The childminder meets regularly with parents to

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need to do better?

discuss the children's progress, and together they agree on the children's next steps across the curriculum. This ensures parents feel fully involved in their children's learning journey.

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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 create even more opportunities for children to develop good hygiene and self- care practices, such as wiping their own noses, to help them build their independence even further.

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Setting details

Unique reference number EY476063 Local authority Birmingham Inspection number 10391335 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 22 January 2020

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Information about this early years setting

The childminder registered in 2014. She works with a relative, who is also a registered childminder, in Nechells, Birmingham. The childminder operates Monday, Tuesday and Friday from 8am to 5pm, all year round. She offers funded places for children aged nine months to four years. The childminder holds a level 2 qualification.

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Inspection activities

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 childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector viewed the provision and discussed the safety and suitability of the premises. 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.

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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.

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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.

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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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