Billington Louise

Inspection date

Previous inspection date 12 June 2015 23 September 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 childminder has a secure understanding of her responsibility to report concerns about children in her care. She has up-to-date information about contact numbers for safeguarding agencies. She is clearly informed about the procedures to be followed if there were allegations against herself.  The childminder works successfully with parents. She consistently shares information about their child's development. Parents say that the childminder provides effectively for all aspects of children's learning and care. They are very pleased with the increase in children's speaking skills. For example, more-able children use words, such as 'delicious' to describe what they eat.  The childminder rigorously checks the assessments of children's development and she reviews the planning and activities. This means that she plans the next steps in learning according to children's individual needs. All children achieve the expected level

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This provision is good

of development for their ages.  The childminder obtains lots of information, including planning from local nurseries where children attend. She then provides activities that are similar to ensure children have consistency in their learning.  Children are active learners who happily choose from the wealth of resources to develop and maintain their play activities. The environment is extremely welcoming, and children have fun as they play outside.

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It is not yet outstanding because:

 The childminder does not always extend the activities, so that children calculate quantities and further enhance their understanding about the links between numbers and amounts.  Children are gaining some understanding of the importance of sharing resources. However, they do not always do so independently.

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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 strengthen their understanding of measurements, for example, by explaining why they need a number of smaller containers to fill larger ones, so that they can see the difference between both  sharpen the focus on helping children to remember the reasons for sharing when they play independently without adult involvement.

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Inspection activities

 The inspector looked at the parts of the childminder's home used for the care of children.  The inspector observed teaching and learning activities outside.  The inspector looked at a sample of procedures and children's records.  The inspector reviewed the childminder's self-evaluation form and written feedback from parents.  The inspector spoke with the childminder and children at convenient times during the inspection.

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who attend. This is good

The well-qualified childminder provides good quality teaching. This means children make good progress in their development. She provides enjoyable activities in which children develop skills across all areas of learning. During water play activities, the childminder ensures children have many opportunities to think about what they do. Owing to skilful questioning, the childminder encourages children to solve problems of how to ensure the bucket remains stable in the water. Children learn to count the cups of water used to fill a large bowl. However, on occasions the childminder does not explain some aspects of activities. This means they do not fully grasp the difference between the amount in smaller and larger containers. The childminder encourages children to experiment, so that they can explain why the wheel turns when they pour water over it. She competently supports children to explore the feel of resources, including sponges, which are available

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who attend. This is good

for play. Children confidently name colours, such as black and purple. The childminder attaches labels to many items, so that children can begin to recognise letters and words.

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good

Children are happy in the care of the childminder and they form strong relationships with others. Children talk politely and treat others with respect during play. The childminder motivates them to behave well because she gives lots of praise. However, at times, the childminder has to repeat reminders for children to share when they play together. Children recognise healthy food, which is included in their lunchboxes and they explain that these are good for them. The childminder takes children to a variety of physical play venues. Children learn why they need exercise and try out a wide range of equipment to develop their large muscle skills. Children are effectively prepared for the next stage in their learning at nursery or school. They attend weekly groups where they learn to develop social skills, so that they can mix with others. For example, younger children are beginning to develop confidence when they attend these groups. Children's understanding

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good

of crossing the road and how to keep safe is well promoted on outings.

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provision is good

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She regularly reviews her provision to ensure she provides a high standard of care and learning. This means children receive the support they need to maintain their good progress. The childminder has effectively addressed the recommendations from the last inspection. Good quality teaching is a strength of the provision. She regularly attends courses. For example, the childminder has undertaken programmes that enable her to enhance children's language skills. Therefore, children achieve well-developed skills in speaking, listening and understanding.

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Setting details

Unique reference number EY231953 Local authority Sandwell Inspection number 855786 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 23 September 2009

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Telephone number

The childminder was registered in 2002. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder has a qualification at level 3. She provides funded early education for two-, three- and four-year- old children.

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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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