Childminder in Birmingham

Inspection date

Previous inspection date 15 July 2015 19 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 childminder understands how young children develop and grow. She plans and provides a wide range of experiences to meet their individual learning needs. Therefore, children make good progress.  Children enjoy spending time with the childminder and demonstrate that they are confident and relaxed in her home. She is kind, calm and very friendly. She welcomes children and their parents enthusiastically and offers them a home-from-home setting in which to play and explore.  Children's physical well-being is promoted as they are kept safe from harm. The childminder and her assistant have attended paediatric first-aid training. They are both highly alert to hazards and ensure that they minimise any risks. If accidents occur, they are promptly and appropriately managed.  The childminder is well qualified and highly experienced. She keeps her knowledge and skills up to date. She checks that her assistant has a good understanding of what she is

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This provision is good

required to do and mentors her, as needed, to continue to improve her skills. This has a positive impact on the quality of care and education that is provided.  Partnerships with parents are good. The childminder has developed a two-way flow of information. Therefore, continuity in children's care and learning needs between the setting and home is successfully established.  Children are well prepared for school. The childminder teaches them the skills they will need to be able to do things by themselves and adjust to the changes ahead.

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It is not yet outstanding because:

 The childminder does not always promote the learning of more-able children to the highest possible level.  The childminder's evaluations of practice are not sharply focused enough to raise the quality of teaching to consistently outstanding.

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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

 challenge more-able children to reach even higher levels of attainment  raise the quality of teaching practice to outstanding by sharply focusing on what needs to improve to have the greatest impact on children's achievements.

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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 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 assistant.  The inspector discussed with the childminder her methods for self-evaluation.  The inspector sought parents' views through discussions with parents who were available on the day of inspection and through written comments.

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who attend. This is good

The quality of teaching is good. The childminder checks children's progress and identifies the next steps in their learning. She promotes these through a variety of activities which encompass children's interests. Children enjoy exploring a range of equipment outside. The childminder encourages them to use their bodies to experiment with different ways of moving. This helps to develop their coordination and control, which promotes their physical skills. Children enjoy baking with the childminder. She uses this activity to ask them questions about what they are doing, and allows them time to respond. This contributes to their communication and language skills. She also introduces counting into the activity. This helps children to develop their mathematical skills. All children make good progress. The childminder is sensitive to any additional needs children have. She works closely with parents to offer extra support, which helps children to close any gaps in

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who attend. This is good

their learning. However, at times, the learning of more-able children is not as well supported. The childminder does not always challenge them fully. Therefore, they are not always encouraged to reach their full potential.

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good

The childminder spends time getting to know children and their families. She keeps herself up to date with any changes to children's care needs. She ensures these are well met and children are comfortable within her home. Therefore, care practices are good. The childminder's home is carefully adapted for children to use. Children have access to plenty of resources as she has created dedicated spaces where they can play. This successfully stimulates children's motivation to learn. Children behave exceptionally well as the childminder's behaviour expectations are clear. The childminder teaches children to respect each other and play well together. Children demonstrate their understanding as they extend their games in small groups, ensuring all children are included. Therefore, children's social and emotional well-being are promoted well.

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provision is good

The childminder fully understands her responsibility to meet the requirements of the Early Years Foundation Stage. She is well organised and ensures that appropriate documentation is used to support her overall practice. The childminder has attended child protection training. She values the importance of her role in ensuring children are safeguarded and is very clear about the procedures to follow if any concerns about children's safety and welfare were to arise. The childminder evaluates her setting, taking into account the views of children, parents and her assistant. She is clear about what she wants to improve and how she plans to do it. However, the childminder's evaluations of teaching practice are not sharply focused enough. She does not assess the impact of the quality of teaching on children's attainment. This means that the standards of teaching practice are not yet consistently outstanding, in order to promote all children's progress at

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Setting details

Unique reference number 228199 Local authority Birmingham Inspection number 864405 Type of provision Childminder Registration category Childminder Age range of children 0 - 16 Total number of places 12 Number of children on roll 4

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Name of provider

Date of previous inspection 19 February 2009

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Telephone number

The childminder was registered in 1993. She operates all year around from 7.30am to 6pm, Monday to Friday. The childminder holds an appropriate early years qualification at level 3. She works with an assistant on a part-time basis. The childminder also supports children with special educational needs and/or disabilities.

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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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