Childminder EY405537

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children form strong bonds with the childminder. They quickly settle down to play and are happy and engaged. The childminder provides an extremely warm and welcoming setting, where children feel safe and secure. The childminder gathers detailed information about children's interests and routines. She uses this information to plan meaningful experiences that help children feel valued and understood. Children confidently seek comfort from the childminder when needed. The childminder supports children to make choices and take turns with others. They behave very well and positive friendships are established.

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The provision is good

Children learn about healthy lifestyles as they play outdoors daily and regularly visit local parks and places of interest. They learn the importance of eating healthy foods and the benefits of spending time outdoors in the fresh air.

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The provision is good

The curriculum is thoughtfully designed to match each child's developmental stage. The childminder helps every child progress at their own speed, supporting their emotional health and encouraging independence through daily routines. Children practise essential skills like putting on shoes and waterproof trousers and tidying away toys, which boosts their confidence. Activities are planned around what interests the children, making learning both engaging and meaningful. This approach keeps children motivated and eager to learn.

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need to do better?

n The childminder knows children well. She plans an exciting and interesting curriculum that is based on what children currently know and what they need to learn next. She plans a wide variety of learning opportunities that provide children with challenge and encourages them to develop problem-solving skills. Children gesture for support when the magnetic trains do not connect and the childminder asks questions to help them understand why 'they won't connect'. The childminder has a strong understanding of how children learn and adapts her teaching style to support each child individually. Children build confidence as they play and learn. n The childminder has high expectations for all children. She is a positive role model, who treats children with respect. She encourages them to become independent learners and confident communicators. The childminder understands and embraces her role. She models new words and initiates

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need to do better?

conversations even more now that the older cohort of children, who led the play, have moved on to school. The childminder provides a narrative as children play to help them hear new words and to encourage them to share their thoughts and ideas. She teaches children resilience, for instance, as they try to stick the rice hoop 'suckers' to the octopus tentacles they repeat 'squeeze, squeeze hard'

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need to do better?

30 September 2025 until the glue appears. The childminder praises children for their efforts and perseverance and children are proud when they succeed. n The childminder takes advantage of everyday opportunities to recognise and celebrate each child's individuality. She enthusiastically incorporates Spanish words into the daily routine and during songs and activities. This helps children recognise the sound of other languages. Despite these positive interactions, children cannot independently access books or resources to broaden their understanding of different cultures and religions, and to help them understand the similarities and differences between themselves and others beyond their immediate environment. Therefore, children are not wholly supported to develop knowledge and skills in this area, to support them as they move on to their next stage of education. n Overall, children are supported well. The childminder demonstrates a good

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need to do better?

understanding of the needs of children with special educational needs and/or disabilities. Accurate assessment of children's development identifies any emerging gaps in children's learning. This means the childminder initiates interventions at the earliest stage to provide additional support for children. n Children develop a wide range of physical skills. They freely access a variety of exciting learning opportunities to develop different muscles in their body. They happily 'stamp' coloured dabber pens, pull the trigger on water pistols and bubble guns and jump and hop in time to favourite action rhymes. These skills will support emergent writing as children progress in their learning. n Parents have high praise for the childminder. They appreciate her flexibility in adapting routines and arrangements to support families' changing situations. Parents feel their children are safe and well cared for, which makes them feel

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need to do better?

reassured when they leave them. Regular communication supports parents to continue learning in the home and promotes consistent approaches to care and learning.

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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 expand the educational programme to ensure children extend their knowledge and understanding of culture and diversity, and the similarities and differences between themselves and others in the wider world they live in.

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Setting details

Unique reference number EY405537 Local authority Birmingham Inspection number 10399479 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 5 Date of previous inspection 3 December 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Sutton Coldfield. The provision operates from 7.30am to 6pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder provides early education funding for all eligible children.

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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 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 interactions between the childminder and children, and spoke with them at appropriate times during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of verbal and written testimonials from parents and considered their views.

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Inspection activities

30 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

30 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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