Khatun, Najma

Inspection date

Previous inspection date 21 January 2015 15 May 2012

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This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder understands the role she plays in ensuring that children are kept safe from harm. Her safeguarding procedures and knowledge are robust.  Children are happy and settled because they build strong attachments to the childminder, who has a kind and caring nature.  The childminder identifies risks and hazards in the environment and takes appropriate steps to ensure children's welfare.  Children have access to a wide range of interesting and challenging experiences that supports their learning and development.  Children are gaining confidence to do things for themselves because the childminder provides encouragement and praise. Consequently, they are keen and learn important skills in readiness for school.  The childminder demonstrates a commitment to continually identifying areas for improvement, and she strives to develop partnerships with the other settings that children attend.

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It is not yet outstanding because:

 Parents are not always encouraged to share detailed information about children's starting points, so the childminder has a firm basis on which to plan for their child's future learning.  The childminder has not yet developed a focussed approach to supporting the youngest children's communication and language development.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 support parents further to share more detailed information about what their children know and can do when they first join the setting  focus more precisely on ways to support younger children's communication and language development, by providing them with even more opportunities to hear and then say words and sounds.

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Inspection activities

 The inspector observed children engaged in a range of learning activities, play and daily care routines.  The inspector looked at children's records, planning documentation and a range of other documentation, including policies and procedures.  The inspector looked at and discussed the childminder's self-evaluation process.  The inspector spoke to the childminder and children during the inspection.  The inspector took account of the views of parents from comments in children's files and other written documents.

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who attend. This is good

The childminder plans activities, which take into account each child's next steps for learning. For example, she plans an activity that requires children to identify the names and quantity of shapes. After the activity she pinpoints where there are any gaps in children's knowledge and understanding. She then considers how she can adapt her teaching, to ensure that each child's learning is supported in the future. Consequently, the quality of teaching for all children is good. Children develop an interest in reading and writing because the childminder regularly reads stories and encourages them to write their own names. The good range of resources provided means that children play with a variety of toys that supports all areas of their learning and development. Children's communication and language development is supported well overall, and the childminder communicates clearly with children. However, she does not yet plan specific

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who attend. This is good

communication and language activities to further raise the level of support for younger children to hear and then say key words and sounds.

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good

All children's behaviour is good and they play well together. They benefit from a daily routine, which helps them to understand what is happening next. For example, when asked if they would like to go outside, they collect their own coats and are keen to play outdoors where they are more physically active. Children make choices about what they would like to do, and toys and resources are stored, so that they can easily access what they need. The childminder's inclusive approach to acknowledging and celebrating children's similarities and differences means that children learn about different cultures and family backgrounds. She also ensures that children learn about their local surroundings when they access events or activities that are nearby. Excellent links with local schools mean that children are fully supported when the time comes for them to move on. In addition, strong partnerships with parents mean all children benefit from

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provision is good

The childminder has a secure knowledge and understanding of how to safeguard the children. Consequently, children's safety and well-being are assured. This includes obtaining the relevant suitability checks for members of her household and her assistants. She effectively manages and supports her assistants and continually identifies training that will strengthen their practice. The childminder is motivated and professional, which means that children receive high quality learning experiences. She monitors children's progress using assessment documents and by carrying out regular observations. A regular exchange of information with parents about their children's progress means that information about children's achievements is shared, so that parents can support their child's learning at home. However, more detailed information needs to be exchanged when children first start, so that the childminder can precisely plan for their next steps and

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provision is good

more accurately identify the initial progress made.

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Setting details

Unique reference number EY432985 Local authority Birmingham Inspection number 870459 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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Telephone number

The childminder was registered in 2011 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children in a house in Birmingham. She operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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