Childminder in Birmingham

Inspection date

Previous inspection date 27 February 2015 1 February 2010

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3

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 The childminder does not promote problem-solving skills during activities and she does not ensure activities are effectively planned according to children's age and stage of development.  The childmider does not always make accurate assessments of children's development. Although the next steps in learning appear to be appropriate, these are not acquired by rigorous review of children's achievements. The childminder does not have a secure understanding of the progress check for children aged between two and three years.  Children do not gain a clear understanding of the reasons for washing hands and for eating healthy meals. This means they do not develop a good understanding of these aspects of a healthy lifestyle.  Monitoring of the planning and assessments is not sufficiently rigorous. Self-evaluation does not take account of those weaknesses to ensure effective changes are made to improve the provision for children.

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It has the following strengths

 The childminder appropriately promotes the prime areas of learning, and she encourages children to choose activities and to share resources.  Children are happy in the setting because the childminder provides a welcoming environment for their care.  The childminder has a sound understanding of her responsibilities to promote children's welfare. She has completed training in safeguarding and she has relevant procedures and contact numbers to report concerns about children in her care.  The childminder works generally well with parents to ensure children's individual needs are met.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 plan challenging learning experiences that support children to develop their critical- thinking skills so that they learn to solve problems. Ensure teaching is focussed according to children's age and stage of development to build on what they already know  develop understanding of how to make accurate assessments, including the progress check for children aged between two and three years. Use the information gained to effectively plan for the next steps in children's learning to ensure they make good progress in their 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

 help children to develop a clear understanding for the reasons why they wash their hands and to learn the importance of eating healthy meals  improve the monitoring system as part of self-evaluation to identify weaknesses in planning and assessments. Ensure these weaknesses are promptly addressed to improve the provision for children.

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Inspection activities

 The inspector had a tour of the premises with the childminder.  The inspector observed teaching and learning activities in the indoor learning environment.  The inspector looked at a sample of procedures and children's records, and the suitability of persons living and working on the premises.  The inspector checked the childminder's self-evaluation form.  The inspector spoke with children and the childminder throughout the inspection.  The inspector took account of the written feedback from parents.

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who attend. This requires improvement

The childminder provides inconsistent teaching and this means children do not make good progress in their learning. Although the childminder has a basic understanding of how to plan for children's learning, she does not give full consideration to some aspects of activities. For example, the childminder encourages children to name colours, but this is not systematically implemented. The childminder does not encourage children to solve problems. For example, they are not asked to explain reasons why sparkly shapes do not stick to the paper. The childminder reads daily with the children to promote their language skills. The childminder carries out regular observations of children's development but these are not always accurate. This means that the next steps in learning are, at times not securely identified. Children use one-handed tools with good control to spread glue and to colour within lines, and they enjoy making music with guitars.

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requires improvement

Children are happy in the setting. They often sit on the childminder's lap, demonstrating they feel emotionally secure in her care. Children are generally well behaved because the childminder appropriately manages their behaviour. Children know the routine of the setting and respond positively to prompts, ensuring they wash hands before eating. However, the childminder does not always help children to learn about the reasons for washing hands. Although children eat balanced meals, they are not gaining a clear understanding of the benefits of healthy eating. Children are motivated to eat fruits and they confidently request stickers for their achievements. Children develop social skills when they attend groups, ensuring they are ready for the next stage in their learning. The childminder usually ensures that children have opportunities to use physical play equipment at venues. This means children develop their climbing and balancing skills.

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provision requires improvement

The childminder does not have a thorough understanding of the learning and development requirements. Monitoring of planning and assessments is not sufficiently rigorous to ensure children make good progress in their development. Self-evaluation shows that the childminder has addressed the recommendations from the last inspection. However, some current weaknesses are not included. The childminder has undertaken some courses to maintain her professional development. However, she is not informed about the required progress check for children aged between two and three years. The childminder has supportive relationships with parents, resulting in a shared understanding of their child's learning and care needs. For instance, she has discussions about how to promote reading and children's self-help skills. Parents express their appreciation of the childminder's caring attitude towards the children.

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Setting details

Unique reference number 228382 Local authority Birmingham Inspection number 876466 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection 1 February 2010

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Telephone number

The childminder was registered in 1994. She operates all year round from 8am to 6pm 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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