Childminder EY313803

Inspection date

Previous inspection date 9 June 2016 24 June 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children make good progress in their learning and development. The childminder interacts very well with children and regularly engages them in meaningful conversations. Children learn to listen and think. They gain confidence in speaking and in using their home languages.  Children's welfare is supported well. The childminder carries out daily risk assessments to help ensure children are cared for in a safe environment. Children's independence is promoted well. The organisation of resources helps children to make choices for themselves when deciding what to play with.  The childminder is warm and affectionate with the children. She helps them to form secure, emotional attachments and promotes their well-being. As a result, children are settled and enjoy their time at the setting.  Partnerships with parents work well. Parents are provided with a good range of information about how the childminder's provision operates. They are well informed

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This provision is good

about their child's daily care routines, activities and how well they are progressing in their learning.

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It is not yet outstanding because:

 The childminder does not seek sufficiently detailed initial information from parents before children start, in order to help her to precisely identify their starting points.  The childminder does not consistently make the best possible use of her assessments of children's achievements to monitor their progress closely, in order to swiftly identify any gaps in learning.

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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

 seek more detailed information from parents when children first start, in order to help precisely identify their learning and development starting points  build on monitoring the progress of individual children further to ensure any gaps in achievement are closing as quickly as possible.

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Inspection activities

 The inspector looked at the areas of the premises that are used for childminding.  The inspector observed teaching and learning activities and assessed the impact they have on the children.  The inspector carried out a joint evaluation of an activity with the childminder.  The inspector spoke with the childminder, her assistants and children at appropriate times throughout the inspection.  The inspector sampled a range of documentation, including evidence of the suitability of adults living and working on the premises and the childminder's qualifications. She also looked at children's development records and a selection of policies and procedures.  The inspector took account of the views of parents spoken to during the inspection and detailed in questionnaires.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is fully aware of her responsibility to contact relevant agencies should she have any concerns about a child in her care. She is confident about child protection procedures, which helps to promote children's welfare. The childminder checks resources and the environment regularly to make sure they remain safe and suitable for children. The childminder is qualified and experienced; she and her assistants have up-to-date first-aid certificates. She effectively monitors her assistants' practice to maintain good standards of care and learning. The childminder has made good progress since the last inspection and has addressed the weaknesses. She has started to review and evaluate all aspects of the provision and seeks the views of parents.

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Quality of teaching, learning and assessment is good

The childminder observes children closely and gets to know them well. She plans a good variety of activities that they enjoy. The childminder effectively supports children's imagination and role play, helping them to become engaged in the activity. This is supported with a wide range of resources, such as home-play areas and small-world figures. Children enjoy moulding play dough to create pretend food. They explore their senses as they taste a range of fruits and the childminder links this to a popular story about a caterpillar that eats a selection of food. The childminder asks children appropriate questions to extend their thinking and learning. For example, she asks them what colours they recognise and how many fruits they have. She takes this a step further by asking if they recognise the numbers on the matching cards and asks which fruit is the biggest and smallest. Children can competently count from one to 10, name a selection of colours and

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Quality of teaching, learning and assessment is good

are beginning to recognise numerals and mathematical concepts.

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Personal development, behaviour and welfare are good

Children thrive because of the close bond they have with the childminder and her assistants. Children's emotional and social development are supported well. The childminder continually praises children for their efforts, which builds their confidence and self-esteem. Children behave well, as the childminder is a positive role model. She offers clear guidance to the children about aspects of expected behaviour. Children use good manners and develop respect for each other. The childminder effectively promotes children's good health and physical development. For instance, children know they need to wash their hands before they eat and enjoy nutritious meals and snacks. She takes the children out regularly to the park and local groups so they can socialise and be physically active.

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Outcomes for children are good

Children achieve well, including those in receipt of early education funding and those who speak English as an additional language. They make good progress from their starting points. They are self-assured and confident learners who are ready for their next stage in learning. Children follow instructions effectively and know how to keep themselves safe. All children develop a range of key skills in preparation for school.

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Setting details

Unique reference number EY313803 Local authority Birmingham Inspection number 1043082 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 16 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 24 June 2013

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Telephone number

The childminder was registered in 2005. She lives in the Small Heath area of Birmingham. The childminder operates all year round from 6am to 6pm, Monday to Sunday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children. She works with two assistants.

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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 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 .

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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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