Childminder in Birmingham

Inspection date

Previous inspection date 13 June 2016 23 June 2010

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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

 The childminder knows the children well. She effectively observes learning and builds on their different starting points, planning meaningful activities to help children make good progress.  The childminder is skilful in following children's interests. She instinctively knows when to intervene to provide more challenge and extend children's learning, and when to step back to allow children to lead their play.  Children's personal development is very well supported. The childminder is considerate and nurturing and successfully meets all children's needs. Children express their needs and make independent choices well. For example, they confidently select which wellies and waterproofs they can wear to go outside in the rain.  Children learn about keeping healthy through carrying out well-established daily routines. They help the childminder to clean the table and then wash their hands making sure all the bubbles have gone. Children enjoy bringing the serving plate to the

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This provision is good

table and eagerly choose from the salad, cheese and cold meats to go into their wrap.  Children have plenty of opportunities to be active, enjoy the fresh air and learn about the great outdoors. They grow and harvest a variety of fruit and vegetables, and help the childminder to look after the frogs in the pond they have made especially for them.

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It is not yet outstanding because:

 Although the childminder shares some significant information with parents, she has not explored different ways to help engage them in a more consistent approach to further enhancing children's care and learning.  The childminder does not make the most of professional development opportunities to enrich her knowledge or implement her incisive ideas to raise her practice to the highest level.

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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

 build on ways to strengthen partnerships with parents and further enhance continuity in children's care and learning  focus professional development opportunities more precisely on enriching current skills, implementing ideas and raising the good quality of the provision to an even higher level.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector discussed the teaching and learning activities provided with the childminder.  The inspector held a meeting with the childminder. She looked at relevant documentation, such as the childminder's self-evaluation and evidence of the suitability of all adults living or working at the premises.  The inspector took account of parents' views included in recently completed questionnaires.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder keeps up to date with the latest safeguarding procedures, and knows what to do if she has a concern about a child's welfare. She completes regular risk assessments in her home and during outings, identifying and addressing potential hazards, in order to provide a safe environment for children. The childminder works well with other professionals, and uses clear systems to monitor children's progress and quickly recognise and attend to any gaps in their development. The experienced childminder assesses her assistant's practice and effectively supports him to enhance his knowledge and skills. She also conducts research, attends network groups and has regular contact with other childminders. These opportunities help her to share ideas, discuss good practice and review her provision, enabling her to identify and make improvements that have a positive impact on children's

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Quality of teaching, learning and assessment is good

Children have a wide range of resources to choose from in the well-organised indoor and outdoor environments. The quality of the childminder's teaching is good. She skilfully supports children's emerging language skills. For example, she joins in with their play, asking open-ended questions and introducing new words. Children's early mathematical understanding is developing well. As they enjoy a sticking activity, the childminder uses the opportunity to inspire counting, enhance recognition of colours and increase their knowledge of different shapes. Furthermore, the childminder encourages children's thinking by adding ideas and props to extend their play. For example, while playing in the water, the childminder shows them different resources they may like to use, such as, whisks, bowls, funnels and wheels. This helps to spark children's imaginations and the childminder then steps away enabling them to become deeply engaged as they try out

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Quality of teaching, learning and assessment is good

their ideas and enjoy uninterrupted time to play.

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Personal development, behaviour and welfare are good

Children are settled and at ease in the childminder's care. The childminder actively listens to all children and shows a keen interest in what they do and say. This helps them to feel safe, build their self-esteem and strengthen the relationships they have with the childminder and each other. Children behave well and the childminder is a good role model. She offers regular praise and encourages children to learn to share and take turns as they participate in games. The childminder teaches children to think carefully about taking appropriate risks when splashing in puddles and playing in the water outside.

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Outcomes for children are good

Children eagerly explore the experiences and are increasingly motivated in their play. They make good progress given their staring points, and are well prepared for the next stage in their learning and the eventual move on to school. Children enjoy a range of outings that further complement their learning, such as, regular visits to playgroups, parks and many places of interest. They also take part in a various festivals throughout the year, which helps them to recognise and value differences and similarities in themselves and others.

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Setting details

Unique reference number EY401339 Local authority Birmingham Inspection number 850349 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 23 June 2010

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Telephone number

The childminder was registered in 2009 and lives in the Selly Oak area of Birmingham. She employs her husband to work occasionally as her assistant. She operates all year round from 7am to 8pm, Monday to Friday, except for bank holidays and family holidays.

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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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