Grey Carolyn

Grey Carolyn

Unique reference number (URN): EY103212 Address: 45 Tenbury Road, Kings Heath, Birmingham, West Midlands, B14 6AH Type: Childminder Registered with Ofsted: 19/02/2002 Registers: EYR, CCR Registered person: Grey, Carolyn

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children achieve extremely well across all areas of learning. They are confident and capable, and they demonstrate high levels of motivation and engagement as they play. Children are independent learners who solve problems effectively. They persevere with intricate and tricky tasks, such as peeling stickers off paper or chopping strawberries and bananas into chunks. Children's communication and language development is enhanced through the interesting conversations they have with the childminder. They enthusiastically recall a recent visit to the wildlife centre, where they saw various animals. Children excitedly sing familiar songs, hopping up and down to the joyful tune.

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Achievement Strong standard

All children, including those with special educational needs and/or disabilities and those who face barriers to learning, make substantial progress from their starting points. The childminder fully supports their physical and emotional wellbeing. Consequently, children develop the essential skills and confidence they need to be thoroughly prepared for their next stage of learning and school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder quickly develops close relationships with children and encourages positive behaviours and attitudes right from the start. She has a deep understanding of children's emotional development, and she intuitively recognises and responds to their needs. The childminder establishes highly effective routines that provide children with a strong sense of security and belonging. Children respond exceptionally well to these routines. For instance, they understand the 'now and next' transition from play to snack time, which promotes a calm and purposeful environment. The childminder's focus on building secure and positive relationships ensures that children feel safe to express themselves. This leads to high levels of confidence and self-assurance. Children play alongside each other well, for example, as they help one another to put on dressing-up clothes.

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Behaviour, attitudes and establishing routines Strong standard

Attitudes to learning are a significant strength of the setting. Children are remarkably motivated and show great persistence, such as when concentrating on tasks like doing up fastenings on dresses and shoes or exploring nature at the wildlife park. The childminder's inclusive approach ensures that all children, including those with special educational needs and/or disabilities, are supported through bespoke strategies that manage their emotional wellbeing. This tailored support ensures that every child can engage fully in the curriculum. Furthermore, the childminder works proactively with parents to promote good attendance, ensuring that children benefit from the consistency of her care. Consequently, children are developing the essential social and emotional foundations required for their future success.

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Children's welfare and wellbeing Strong standard

The childminder carefully prioritises children's welfare and wellbeing as she creates a nurturing environment where safety and emotional security are paramount. She maintains a safe and secure space and ensures that all risk assessments, both in the home and during frequent community outings, are meticulous. She asks children questions to ensure that they understand how to keep themselves safe. This proactive approach means that children can explore their surroundings safely. Children's privacy during toileting and personal care routines is thoughtfully considered, and children know they can have their own personal space as they need it.

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Children's welfare and wellbeing Strong standard

The childminder's approach to wellbeing is personalised for each child and extremely inclusive. She establishes strong trusting bonds with every child, and this allows them to feel confident and settled in her care. The childminder supports children in managing their emotions. For example, when children are frustrated when trying to find their favourite dressing-up shoes, the childminder intervenes and helps them calmly find a similar pair. Children are extremely happy, confident and capable. Where children face barriers to learning, the childminder provides a vital emotional lifeline, adapting her routines to offer the stability they need. She promotes healthy lifestyles through physical play and a delicious, nutritious menu that respects cultural and individual requirements. Children benefit from this healthy lifestyle as they talk about how food gives them energy and helps them grow. Children know that eating well and brushing their teeth are good for them.

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Curriculum and teaching Strong standard

The childminder has diligently embedded her carefully considered curriculum, which successfully supports children's development across the areas of learning. She has a clear vision for ensuring that all children receive high-quality experiences as they play. Children thoroughly enjoy an extensive range of experiences that follow their interests and help build on what they already know and can do.

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Curriculum and teaching Strong standard

The childminder uses her expert knowledge of child development to observe and assess children's progress and decide on next steps. Her approach to inclusion is a notable strength. She identifies individual needs with precision and implements early interventions that lead to substantial progress. By expertly adapting her teaching and provision, the childminder ensures that every child feels a sense of belonging and achieves their full potential.

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Curriculum and teaching Strong standard

The childminder's teaching is of a consistently high standard, as she effortlessly weaves learning intentions into everyday interactions. She models language effectively, using activities such as preparing a fruit recipe for ice cream to introduce mathematical ideas such as 'half', 'thin' slices, and 'chunks'. The childminder uses this opportunity to help children refine their physical skills as they cut and chop the fruit. Children are deeply engaged as they look at photo albums with the childminder. They recall their favourite activities and talk affectionately about shared memories. The childminder extends children's experiences even further as they visit wildlife parks and forest school groups, which significantly enhances their understanding of the world.

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Inclusion Strong standard

The childminder demonstrates a deeply nurturing and proactive approach to inclusion. She is committed to ensuring that every child in her care is treated as a unique individual. She identifies and assesses needs with precision, using her extensive knowledge of child development alongside a graduated approach to identify potential barriers to learning as early as possible. She successfully implements early intervention strategies where needed and collaborates with parents and other professionals to support all children, including children with special educational needs and/or disabilities and those who face barriers to learning.

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Inclusion Strong standard

The childminder is highly effective in supporting all children who attend her provision. She ensures that additional funding is used strategically to enhance their specific experiences. She expertly adapts her provision to meet individual requirements, such as providing tailored educational support for children or accommodating specific dietary needs.

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Inclusion Strong standard

The childminder effortlessly goes above and beyond for children by offering flexible hours, additional information and emotional support for families when they need it. Through these strong partnerships with parents and links with local schools, the childminder reduces barriers to learning effectively and ensures that all children achieve their best possible outcomes.

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Leadership and governance Strong standard

The childminder demonstrates excellent and highly reflective leadership. She has a passionate commitment to providing high-quality care and education for all children, including those who face barriers to learning. The childminder maintains a sharp focus on ongoing improvement. She carefully considers her provision regularly to identify strengths and areas for development. The childminder's approach to professional learning is a particular strength. She is proactive in sourcing a wide range of training and support and successfully embeds what she learns into her daily practice. For example, she has considered her approach to supporting children's speech development following specific communication and language training. The childminder is in contact with other childminders locally to talk through ideas. This commitment to positive improvement enhances the curriculum and overall provision for all children.

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Leadership and governance Strong standard

The childminder manages her childminding practice efficiently. She ensures that she spends most of her time directly teaching and engaging with the children. The childminder introduces changes to routines so that her focus and attention are always with the children. For instance, the childminder has adjusted children's drop-off and collection times to prevent any disruption to their dedicated mealtimes.

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Leadership and governance Strong standard

The childminder builds strong, collaborative partnerships with families, providing them with additional and flexible support as needed to ensure a seamless approach to children's learning. She is fully involved in the local community through forest school and wildlife park visits. This helps children develop a broad and inclusive understanding of the world around them.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive in this extremely nurturing and stimulating home-from-home environment. They are motivated and display an enjoyment of learning. The childminder's enthusiasm and expert understanding of their individual needs fully support them. Children benefit greatly from the childminder's ability to weave their unique interests into high-quality learning experiences that enhance their progress. Whether children are exploring the natural world at a local wildlife park or participating in forest school sessions in the woods, they are deeply engaged and curious. They take great delight in hands-on activities. They persevere to peel intricate stickers off paper and place them carefully on their home-made greeting card. Children are adept at using knives to slice fruit, confidently using their mathematical knowledge to name sections of a strawberry as 'half' or 'whole'. Together with the childminder, they notice that slices of a banana are 'thick' or 'thin'.

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What it's like to be a child at this setting

The children are extremely well cared for, and the childminder's diligence means they are safe and secure. The childminder successfully fosters secure emotional attachments with all children. Children benefit from consistent, calm routines that provide a strong sense of security, allowing them to settle quickly and play with confidence.

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What it's like to be a child at this setting

The childminder expertly models and encourages positive social skills. Children are kind and considerate, and they learn to manage their emotions effectively. They develop high levels of independence as they proudly carry out tasks such as dressing up or tidying away toys. The childminder's thoughtful, inclusive values help children respect each other. The childminder leads by example in her interactions with children. Children's understanding of

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Address:

45 Tenbury Road Kings Heath Birmingham West Midlands B14 6AH

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Address:

Type: Childminder their community and the wider world is well developed because they have extensive opportunities to explore the local area.

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Address:

As a result of this high-quality provision, all children are achieving very well. They make substantial progress from their starting points, particularly in their communication and language skills. By the time children move on to school, they are motivated, resilient and socially confident learners who are thoroughly prepared for the next stage of their education.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children during the inspection.

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About this inspection

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. Registration date: 19/02/2002

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About this inspection

Operating hours: Monday,Wednesday,Thursday,Friday : 07:30 - 17:45

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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