Childminder, Out-of school day care in Birmingham

Inspection date

Previous inspection date 20 November 2015 7 December 2011

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder demonstrates a secure understanding of how children learn. She continually creates and builds on opportunities to promote children's learning and development as she plays and talks with them. This helps children to concentrate and develop their own ideas even further.  Children settle in quickly and develop a strong sense of belonging. They form warm, appropriate relationships with the childminder. Parents comment favourably about how happy they are with the childminder's care and the positive approach she has towards her work with children.  The childminder organises space and resources well. Children develop independence in their learning as they choose freely from a wide range of toys and activities. This helps children to develop their skills in purposeful and developmentally appropriate play.  The childminder reflects knowledgeably on her practice. She actively engages with

p.1

This provision is good

other local childminders. This enables her to share good practice and reflect on training and previous experience to improve her teaching and outcomes for children.

p.1

It is not yet outstanding because:

 The childminder does not consistently use the information gathered from her observations to promote the best possible learning experiences.  The childminder is not always successful in getting all parents and other providers to share ongoing information about children's learning and development needs. Therefore, she does not always have a complete picture of children's abilities from which to plan.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 make better use of the next steps identified for individual children's learning and development to increase the potential for children to make rapid progress  devise more effective ways to engage parents and other childcare providers in sharing ongoing information about children's learning and development.

p.2

Inspection activities

 The inspector held discussions with the childminder at appropriate times during the inspection. She viewed all areas of the home used for childminding and observed activities, speaking to children at appropriate times while they played.  The inspector discussed children's learning with the childminder following the observation of an activity.  The inspector looked at children's observation records, planning documentation and a range of other documentation, including policies and procedures.  The inspector looked at evidence of self-evaluation and took into account the written views of parents and older children.  The inspector checked evidence of the childminder's qualifications and the suitability of adults living on the premises.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is familiar with the Local Children's Safeguarding Board procedure. She is alert to signs that indicate that children may be at risk of abuse and fully understands her responsibilities if she has any concerns about children's welfare. Good methods are used to evaluate and reflect on practice. The childminder seeks the opinions of parents and older children through verbal and written feedback. The childminder has a good range of policies and procedures that she regularly reviews and shares with parents during the settling-in period. There are clear procedures in place to promote children's health and safety needs.

p.3

Quality of teaching, learning and assessment is good

The childminder has high expectations of children. She uses observations to identify what children need to learn next. However, she does not always use this information to focus activities as precisely as possible so that children make the best possible progress. Nevertheless, she provides interesting, developmentally appropriate experiences that help children to learn through play. The childminder promotes children's understanding, speaking and listening skills. Children follow instructions as they use a measuring scale. They identify written numerals and learn about quantities. The childminder meaningfully helps children to solve their own problems. Children learn about how things change over time and are keen to investigate further. Children explore freely as they investigate paint during creative activities. The childminder provides a narrative for what they are doing and helps children to make sense of their ideas. The childminder is aware of the requirement

p.3

Quality of teaching, learning and assessment is good

to complete the progress check for children between the ages of two and three years. She understands the importance of identifying any required intervention and accessing additional support when necessary.

p.3

Personal development, behaviour and welfare are good

The childminder has good procedures in place to identify hazards and keep children safe. Children understand the childminder's clear boundaries and expectations. When it is time to go to nursery, they know and respond positively to the routine. Children's behaviour is good. They learn to become independent as they are encouraged to carry out tasks for themselves. They develop good levels of self-esteem and are emotionally well prepared for the move on to school. Children develop warm relationships with the childminder. She creates many opportunities for meaningful interactions that help to reinforce children's sense of belonging. They have interesting and valuable conversations together. Resources are very well organised and easily accessible. Children independently explore the space available to them and make choices about what they play with. They are able to recognise and give meaning to letters and words that they see in the environment. The childminder

p.3

Personal development, behaviour and welfare are good

is adept in using these opportunities to promote children's literacy skills.

p.3

Outcomes for children are good

Children make good progress in their learning and development. They take an active role in their learning and gain the necessary skills to support their eventual move on to other settings, including school.

p.3

Setting details

Unique reference number EY427006 Local authority Birmingham Inspection number 968461 Type of provision Childminder Day care type Childminder Age range of children 4 - 11 Total number of places 6 Number of children on roll 16

p.4

Name of provider

Date of previous inspection 7 December 2011

p.4

Telephone number

The childminder was registered in 2011 and lives in the Kings Heath area of Birmingham. She operates all year round from 8am until 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5