Childminder in Birmingham

Inspection date

Previous inspection date 3 March 2016 31 October 2012

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good 2

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3

Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The quality of teaching is variable and does not ensure children always have rewarding experiences that meet their individual learning needs fully. The childminder has not ensured that all methods are explored to close gaps effectively in children's learning and development.  The childminder does not review the quality of her practice consistently. She does not identify changes that can be made to ensure all children achieve the highest levels of learning.  The childminder has not focused her professional development sufficiently on raising the quality of her teaching to make sure that all children make consistently good progress in their learning.

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It has the following strengths

 Children form strong attachments with the childminder and are happy in her care. They play well together and make firm relationships with others. Children are learning to take turns at using favourite resources.  The childminder provides daily feedback about children's experiences and activities. She has regular discussions about what parents do to support children's learning at home.  The childminder provides a welcoming environment and helps children to enjoy imaginative and exploratory play with interesting resources.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 plan purposeful and stimulating activities that take account of each child's individual learning needs, so that they make good progress from their starting points 31/03/2016

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Due Date

 use information from assessments to identify where children need extra support and provide this in a timely manner, so that gaps in learning are closed more rapidly. 31/03/2016

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Due Date

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

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Due Date

 evaluate practice accurately and more regularly to identify where improvements can be made and implement effective action plans to drive up the quality of the provision  sharpen the focus on professional development to enhance the quality of teaching and raise children's learning to good levels.

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Inspection activities

 The inspector looked at those parts of the childminder's home used for the care of children.  The inspector observed teaching and learning activities in the indoor environment. The inspector carried out a joint observation of an activity with the childminder.  The inspector looked at a sample of procedures and children's records.  The inspector checked evidence of the suitability of adults living and working on the premises and reviewed the self-evaluation and written feedback from parents.  The inspector spoke with the childminder and children at appropriate times during the inspection.

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Effectiveness of the leadership and management requires improvement

The arrangements for safeguarding are effective. The childminder keeps up to date with changes and carries out regular risk assessments, and maintains a safe environment for children. Most recommendations from the last inspection are appropriately addressed. However, the childminder does not reflect on her practice sufficiently to ensure the quality of her provision is consistently good. Although she discusses practice issues with other childminders she has not considered her professional development carefully enough. She has not yet ensured that the standard of her teaching reaches a consistently good level. The childminder works reasonably well with other professionals to meet some aspects of children's individual needs.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is inconsistent. The childminder does not enable all children to achieve the expected levels of development in all areas of their learning. Regular observations and assessments show what children can do and know. However, the childminder has not persisted in her attempts to ensure children receive early support to close gaps and make good progress in their development. The childminder plans suitable activities. However, she does not always use these well enough to build on children's learning. For example, when children make cards, she gives precise direction, rather than allowing them opportunities to express their own creativity and make choices for themselves. Although children are encouraged to write their names, they do not have enough opportunities to practise these skills. The childminder provides some fun activities and brings stories to life as she models actions. She uses simple resources imaginatively

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Quality of teaching, learning and assessment requires improvement

and children join in eagerly to repeat what they have previously seen and heard. The childminder interacts positively with children throughout all activities and gives lots of praise for effort and achievement.

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Personal development, behaviour and welfare are good

Children are at home in the care of the childminder. She allows sufficient time for each child to settle and follows the routines agreed with parents. The childminder supervises children adequately during activities and they are generally well behaved. Children learn about making healthy food choices. The childminder serves fresh fruits for snack on a daily basis. Children have opportunities to play outside or in the local park, so that they develop physical skills, such as balancing and climbing. Children learn about other cultures because the childminder plans suitable activities and provides attractive resources to support their learning. However, they do not make as much progress as they could in their personal development because teaching is too inconsistent.

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Outcomes for children require improvement

Children do not make good progress from their starting points although they do develop some skills for the future. They are beginning to recognise letters in their names. Children are beginning to develop independence skills as, for example, they learn to put on coats. They attend groups and mix with others in preparation for their move to nursery, and eventually school.

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Setting details

Unique reference number EY445474 Local authority Birmingham Inspection number 1037191 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 12 Total number of places 6 Number of children on roll 10

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Name of provider

Date of previous inspection 31 October 2012

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Telephone number

The childminder was registered in 2012 and lives in the Acocks Green area of Birmingham. She operates all year round from 6.30am to 8pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives funding for early years education for two-, three- and four-year-old children. The childminder offers care for children who speak English as an additional language. She works with an assistant.

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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

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Telephone number

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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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