Childminder in Birmingham

Inspection date

Previous inspection date 22 July 2015 8 February 2011

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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 in their learning. The childminder provides a good balance of child-initiated and adult-led play. Therefore, children enjoy participating in a wide range of activities across all areas of learning.  Children build excellent relationships with the childminder and her assistants. Children are confident, self-assured individuals, who are extremely happy and secure within their environment.  Children's behaviour is excellent because the childminder and her assistants are very good role models. Children receive clear expectations and boundaries, and learn to value and respect one another. Consequently, children play very well together.  Partnerships with parents and other settings that children attend are good. The regular exchange of valuable information between all parties ensures a collaborative approach to children's care and learning.  Children's listening and speaking skills are promoted very well through the various

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This provision is good

teaching methods used by the childminder and her assistants.  The childminder and her assistants have all completed safeguarding and first-aid training. They have a very good understanding of their responsibilities to protect children from harm. Risks to children are effectively identified and managed to ensure children's safety and well-being is promoted.

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It is not yet outstanding because:

 Assessments of children's development are not always used as effectively as possible.  The childminder does not fully exploit opportunities to promote her assistants' ongoing professional 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

 use assessments of learning more effectively to plan activities that are more precisely matched to children's ages and stage of development  make better use of professional development opportunities to maintain and further raise the quality of assistants' practice.

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Inspection activities

 The inspector viewed all areas of the childminder's home used for childminding.  The inspector spoke to the childminder her assistants and children during the inspection, and observed children engaged in a variety of activities.  The inspector looked at a sample of policies, children's assessment records and discussed the childminder's self-evaluation methods.  The inspector observed and evaluated a learning activity with the childminder.  The inspector checked evidence of the suitability of all household members and viewed the childminder's and her assistant's training certificates.  The inspector took account of the views of parents recorded on letters showed to the inspector.

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who attend. This is good

The quality of teaching is consistently good. The childminder and her assistants are well qualified and have a good understanding of the different ways children learn. They use their knowledge to successfully promote good outcomes for children. The childminder and her assistants interact effectively with the children. They involve themselves in children's chosen play and question children to extend their learning further. Activities are planned in response to children's interests. This means children are highly engaged and motivated to learn. They thoroughly enjoy developing their own ideas and solving problems. Children develop good control and coordination as they independently use a range of tools and recycled materials to construct marble runs. Children's mathematical and literacy skills are promoted through routines, discussions and activities. However, the childminder does not always use her assessments of children's progress well enough to make sure that planned

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who attend. This is good

activities precisely match children's different ages and abilities. Consequently, opportunities to build on and extend younger children's learning during planned activities are sometimes missed. Nevertheless, all children are gaining the skills needed for the next stage in their learning and their eventual move on to school.

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good

Children settle very quickly because they build secure attachments with the childminder and her assistants. Information is gathered from parents to build a picture of each child and determine their unique starting points. Children gain a real sense of belonging because every child is valued as an individual. They are listened to and continually praised for their achievements. Children develop increasing independence and are confident to try new things. They access a stimulating, outdoor environment, where there are many opportunities to investigate and explore. Children develop their physical skills as they use a wide range of equipment. They learn how to do things in a safe way because the childminder helps them to understand how to keep safe. The childminder meets children's individual dietary needs with wholesome home-cooked meals and snacks. Children follow good hygiene practices because the childminder places a strong focus on promoting

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provision is good

The childminder has a secure knowledge of the requirements of the Early Years Foundation Stage. Self-evaluation is effective in driving improvements. The childminder works closely with her assistants, parents and older children to ensure their views are taken into account. The childminder effectively monitors the activities taking place to ensure all areas of learning are being covered. She evaluates children's engagement and tracks the progress they are making. This means she is able to quickly identify any gaps in their learning. The childminder recognises the need to continually update knowledge and training in order to maintain and further raise the quality of practice. However, she has not considered ways to further enhance the skills of her assistants.

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Setting details

Unique reference number EY356892 Local authority Birmingham Inspection number 857515 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 12 Number of children on roll 16

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Name of provider

Date of previous inspection 8 February 2011

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Telephone number

The childminder was registered in 2007 and lives in Birmingham. She operates all year round from 7.15am to 5.45pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She works with two assistants. One assistant also holds an early years qualification at level 3. The childminder provides funded early education places 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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