Childminder in Birmingham

Inspection date

Previous inspection date 11 June 2015 3 February 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

 The quality of teaching is consistently good. The childminder understands how young children develop and learn. This enables her to plan and provide a variety of activities that promote children's individual learning needs.  The childminder and her full-time assistant are positive, warm and encouraging. From the beginning, they get to know children and their families well. They find out about children's care needs and keep themselves up to date with any changes. Therefore, children feel comfortable, safe and secure in their care.  Children's physical skills are well promoted. They are encouraged to become independent in managing their self-care. The childminder ensures they are given space to move around freely. She also makes use of the outdoor environment, such as walking locally, attending groups and trips to the local park to provide children with more physical challenges.  The childminder is well qualified and has mentored her full-time assistant to achieve

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This provision is good

the same level of skills. She ensures that both herself and her assistants access mandatory training, such as paediatric first aid to keep their knowledge up to date. This has a positive impact on the overall quality of care they provide.  The childminder and her full-time assistant have attended a safeguarding training course. They are aware of their responsibilities to recognise and report any signs and symptoms of child abuse. This ensures children are protected from harm.

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It is not yet outstanding because:

 Children have opportunities to be creative and share their own ideas. However, this is not always explored well during adult-led activities, which means some opportunities are missed.  The childminder does not make the best use of the garden. Children do not always have access to playing outside to enhance their learning experiences further.

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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 opportunities for children to share and explore their own creative ideas, particularly during adult-led activities  make better use of the garden to further develop children's learning experiences by building on and enhancing what they are learning indoors.

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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 and her full-time assistant throughout the inspection.  The inspector looked at the documents available, including children's learning records, policies and procedures.  The inspector checked evidence of the suitability and qualifications of the childminder and her assistants.  The inspector discussed with the childminder her methods for self-evaluation.  The inspector sought parents' views from discussions held on the day of the inspection and from written comments available.

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who attend. This is good

Children make good progress and are well prepared for their future move to school. The childminder promotes the key skills needed to get ready for this change. She helps them to develop good communication and language skills by talking to them and asking questions. The childminder also helps children to develop good social skills. She encourages them to play well in small groups and share resources. The childminder makes use of opportunities to promote early literacy and mathematical skills. For example, she makes use of a familiar story to enhance children's learning and encourage counting and sorting objects. However, during adult-led, creative activities the childminder is sometimes too focused on the end product. She does not allow children to interpret what she is asking them to do and sometimes changes their work so it looks more like her idea. Therefore, children do not always have the freedom to experiment and explore their own

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good

Children are settled and confident within the setting. A wide range of resources are available to motivate children to learn. These are easily accessible and well matched to their individual interests and learning needs. Children can easily choose what they want to do and play happily in the space available. However, the childminder does not make the best use of the garden to promote children's learning further. Although the garden is highly stimulating and there is a wide range of resources for children to play with, it is not always accessible. The childminder ensures that children have access to daily fresh air in other ways. However, she does not always find the time for children to play outside. Therefore, opportunities are missed to make the best use of the garden to extend and build on what children are learning indoors.

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provision is good

The childminder fully understands her responsibility to continually meet the requirements of the Early Years Foundation Stage. She ensures that both herself and her assistants consistently implement the policies and procedures. She supervises her assistants by holding meetings with them frequently. She discusses their performance and gives them goals to work towards. Therefore, children benefit from being well cared for and their welfare and safety are consistently promoted. The childminder checks children's progress by highlighting where they are in their development. She identifies their strengths and any areas where their learning is less successful. This enables her to provide additional activities that support and challenge children's abilities. The childminder shares information with parents, professionals and other providers about children's care and learning needs. Therefore, continuity between the childminder, home and other settings is

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provision is good

achieved. The childminder evaluates the quality of the setting by including the views of all those involved. She sets targets to work towards and strives to complete these. Therefore, she is proactive in making improvements that benefit children in her care.

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Setting details

Unique reference number 228356 Local authority Birmingham Inspection number 866380 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 18 Number of children on roll 11

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Name of provider

Date of previous inspection 3 February 2009

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Telephone number

The childminder was registered in 1995. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She works with two assistants on a full time and part time basis. One assistant 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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