Carla Campbell

Inspection date

Previous inspection date 27 March 2015 14 July 2009

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This inspection: Good 2

Previous inspection: Good 2 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

 Children make good progress towards the early learning goals. The childminder is knowledgeable about how young children learn. Consequently, she plans and provides a range of exciting activities that promote children's learning.  The childminder is kind and caring; she treats all children like members of her family. She ensures they feel welcome and valued within her home. Children enjoy their time at the setting. They demonstrate great confidence in selecting familiar resources to play with and include the childminder in their games.  The childminder's home is well adapted for purpose, as she has developed a dedicated space where the children can play. She ensures all resources are well laid out and easily accessible to all the children attending. Therefore, children are self-motivated to explore and learn.  The care practices that underpin children's safety and welfare are good. The childminder rigorously implements her policies and procedures. She also minimises all

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This provision is good

the risks within her home, and externally, to keep children safe from potential dangers.  The childminder is well qualified at level 3. She is very keen to keep her knowledge and skills as up to date as possible. She actively seeks training courses available and is looking to complete further professional qualifications. She is well focused on working towards helping children to achieve their full potential and raising the standards of the setting to outstanding.

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It is not yet outstanding because:

 The childminder does not always make the most of her teaching methods, to sharply focus on promoting children's social skills.  Children are not always well supported to fully understand the importance of carrying out good health practices at snack times. Therefore, they do not always wash their hands before eating.

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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

 make the most of all opportunities to promote older children's excellent social skills, by better supporting them to negotiate and share with each other independently  provide more opportunities for children to develop their understanding of adopting good health practices, by using various strategies to teach them the importance of washing their hands before eating.

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Inspection activities

 The inspector observed teaching practice and conducted a joint observation with the childminder.  The inspector viewed the areas used for childminding and held discussions with the childminder throughout the inspection.  The inspector looked at the documents available, including children's learning records, risk assessments, policies and procedures.  The inspector checked evidence of the suitability of the childminder and qualifications of the childminder.  The inspector discussed the childminder's methods for self-evaluation.  The inspector sought parents' views' from written comments available.

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who attend. This is good

The quality of teaching is consistently good. Each child's individual learning is well promoted, in order for them to make good progress. The childminder makes excellent use of the information gathered from assessments, to plan activities and promote children's next steps in learning throughout their time with her. For example, she promotes children's interests in role-playing, using the play kitchen. She asks them questions and encourages them to think about prior learning to extend their skills. However, at times the childminder does not sharply focus on promoting children's social skills throughout activities. She often intervenes in disputes too quickly and sometimes offers children solutions that do not encourage them to continue playing together. Therefore, children do not yet make rapid progress in gaining skills, in negotiating and sharing independently. The childminder works well in partnership with parents. She makes use of various

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who attend. This is good

strategies to encourage them to engage in their children's learning within the setting and at home.

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good

Children's emotional well-being is effectively promoted. The childminder ensures that children feel safe and secure. She implements a settling-in procedure, that allows them time to adjust to their new surroundings. She also works well with other provisions during times of change. She shares both learning and care information to ease the move on to nursery or school. The childminder promotes children's physical skills well. She gives them opportunities to use small equipment, such as scissors, and has climbing equipment in her garden to promote them to practise their skills in this area. The childminder encourages children to become independent in preparation for school. She helps them to learn how to manage their own self-care. She also emphasises the importance of their good listening skills and displaying positive behaviours. However, on occasion the childminder does not make the most of routines, such as snack, to teach children about the importance of good

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good

hygiene practices. This means opportunities to embed their understanding of how to keep themselves healthy and well, to the highest level, are sometimes missed.

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provision is good

Leadership and management of the setting are good. The childminder makes use of her knowledge and experience, to closely monitor her own performance and practice. She ensures that she checks children's progress regularly. She makes use of both progress summaries and a tracking document to easily see where children need further support or additional challenge in their learning. The childminder's safeguarding knowledge is secure. She has completed child protection training to a high level and fully understands her role in protecting children from abuse or neglect. The childminder makes good use of self- evaluation to reflect on her provision and highlight her priorities for improvement. She takes into account the views of parents, visitors and children. She has plans in place to address any weaknesses and further raise the standards of the setting in the future.

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Setting details

Unique reference number EY296078 Local authority Birmingham Inspection number 861567 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection 14 July 2009

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Telephone number

The childminder was registered in 2005. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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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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