Childminder in Birmingham

Inspection date

Previous inspection date 29 January 2015 6 August 2014

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This inspection: Good 2

Previous inspection: Inadequate 4 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 has a good understanding of the Early Years Foundation Stage. She is skilled at making every day routines and activities into fun, learning experiences for children. As a result, children make good progress in their learning and development.  Children develop a strong sense of belonging with the childminder through her sensitive interaction with them. They are happy in her company and form trusting bonds and attachments.  The childminder demonstrates a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She ensures children play in a safe and secure environment because she routinely checks for potential hazards and implements suitable safety precautions.  The childminder is proactive in developing her service. She acts on advice and attends training to enhance her knowledge. Her plans for improvement are well-targeted to strengthen her practice further.

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It is not yet outstanding because:

 The childminder does not focus sharply enough on children's next steps to ensure they are making the very best possible progress.  Children are not always well supported to leave their parents with confidence.

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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

 refine the assessment process to so that it is more precise and sharply focussed to ensure children are making the best possible progress  explore ways of supporting children more effectively during the initial settling-in process. For example, by involving parents to develop personalised resources, to help build younger children's confidence.

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Inspection activities

 The inspector observed the childminder engage in a range of play and learning activities and daily care routines with the children.  The inspector carried out a joint observation with the childminder.  The inspector viewed areas used for childminding and held conversations with the childminder and children throughout the inspection.  The inspector looked at children's assessment records, including planning information and children's development folders.  The inspector checked evidence of the suitability and qualifications of the childminder and discussed the childminder's self-evaluation and improvement plan.  The inspector took account of the views of parents and carers from the feedback obtained by the childminder.

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who attend. This is good

The childminder uses her knowledge and suitable guidance documents well to observe and teach children effectively. Children are making good progress in their learning and development but the identified next steps in their learning are not focused sharply enough to raise their attainment level to the maximum and ensure they consistently make rapid progress. Children select resources for themselves from the large variety on offer. The childminder engages all children well in conversation to help nurture their language development. All children have good opportunities to investigate number, shape and be creative. For example, younger children test out the properties of play dough by prodding and squeezing it into shapes or post shapes into shape sorters. Older children use tools for making patterns and competently complete jigsaws by matching the different shapes. Children are encouraged to learn to share toys, take turns and play together to promote

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who attend. This is good

their social skills in preparation for the later move to nursery and school.

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good

New children benefit from a gradual settling-in procedure, which is individual to most children's emotional needs. However, the childminder has not yet explored further ways to support those children who find separating from parents difficult. For example, she has not considered the use of strategies, such as, involving parents to support this process by developing personalised resources to help children settle quickly and happily. The childminder is a good role model and has a calm, caring and patient manner. She gives all children her individual attention, which means each child feels valued and special. The childminder encourages children to eat a healthy diet by providing a range of healthy snacks daily. Children's physical skills and confidence are promoted as they play on the outdoor equipment at the childminder's home or use large equipment at local parks and toddler groups. The childminder is vigilant about children's safety. She encourages all

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good

children to learn the importance of tidying away toys, as too many toys on the floor may be dangerous and cause them to fall.

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provision is good

The childminder monitors her provision to ensure the learning and development requirements are met and to ensure children are motivated and interested in their activities. The childminder has a very clear commitment to improving the service she provides. For example, she continually reflects on her practice and attends regular training to enhance her knowledge and skills. The childminder has an excellent knowledge and understanding of how to liaise effectively with parents and other professionals. Parents are able to share what they know about their child and the childminder provides information and activities which parents can do at home with their child. The childminder has a clear understanding of working in partnership with external agencies to ensure appropriate interventions for children who may need additional support. All of this demonstrates that the childminder is working well to fully complement children's learning.

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Setting details

Unique reference number EY421450 Local authority Birmingham Inspection number 987106 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 6 August 2014

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Telephone number

The childminder was registered in 2011 and lives in the Bartley Green area of Birmingham. The provision operates all year round from 7am to 7pm, Monday to Friday, except for 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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