Childminder in Birmingham

Inspection date

Previous inspection date 16 June 2016 1 September 2011

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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 is well qualified and knowledgeable and keeps up to date through training and research. Her detailed record keeping and agreements and information sharing with parents ensure the childminder fully understands and meets children's needs. She is well organised, calm and patient and supports children effectively during well-managed routines and fun, rewarding sessions.  The childminder has exemplary relationships with parents. She encourages them to stay and join in their children's activities and to discuss ways to promote children's learning at home. Parents appreciate that the childminder follows up their views about their children's care and learning and feel well informed about their children's progress.  Children enjoy learning. The childminder is very receptive to their characters and ways of learning. She changed the layout of activities, as she recognised boys, in particular,

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This provision is good

need more space for imaginative and discovery play. New dressing-up clothes reflect children's interests and have enhanced their role play and their confidence to join in.  The childminder interacts well with children. She consistently promotes their expressive language and new vocabulary as they discuss events, talk about what they are doing, recall stories and chat during play. The childminder encourages and praises children so they try new experiences, concentrate and want to do well.

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It is not yet outstanding because:

 The methods the childminder uses to help children learn to recognise and understand their feelings and those of others and her patient attempts to promote their turn-taking skills are not always successful.  The childminder does not always make the most of her accurate assessments to set targets that challenge children as much as possible and provide opportunities for them to consistently achieve rapid progress in their learning and 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

 explore additional ways to encourage children's turn-taking skills and to help them to be more aware of each other's feelings  set ambitious targets for children's future learning to help them to make high rates of progress.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector carried out a joint evaluation of an activity with the childminder.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector looked at children's assessment records and a range of other documentation, including policies and procedures.  The inspector checked evidence of the childminder's training and suitability and discussed her self-evaluation form and plans for improvement.  The inspector took account of parents' views from her discussions with them and from their written feedback to the childminder.

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Effectiveness of the leadership and management is good

The childminder accurately evaluates the quality and impact of her provision. She acts on parents' suggestions. Children's ideas and interests are an integral part of her planning and organisation of activities. The childminder carefully evaluates activities so she knows what she needs to do next to extend children's learning. She adapts her policies and procedures to take account of changing circumstances and to reflect information gained from training and research. The childminder successfully works with a local school and early years providers to offer children consistency in care and learning when they attend another setting. Her close links with a children's centre enable the childminder to help parents to access other services available to families with young children. Arrangements for safeguarding are effective. The childminder attends safeguarding training and has a thorough knowledge of abuse, neglect and other risks to children. She carefully monitors

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Effectiveness of the leadership and management is good

children's welfare and knows exactly what action to take if she has concerns about a child.

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Quality of teaching, learning and assessment is good

The childminder fully understands how well children are developing as a result of her accurate assessments. She regularly talks to parents about their children's progress. They agree which aspects of children's learning to focus on next and plan how progress in these areas is to be achieved. The childminder also complements children's learning in school by including their current learning priorities in her planning. The childminder skilfully adapts her teaching to take account of children's abilities and to improve their understanding and skills. For example, she helps children to develop the correct grip, strength and control for using a brush or pencil to make marks. Children squeeze and handle play dough and use tweezers to pick up items to paint with. They enjoy plenty of exploratory and imaginative play, such as pretending to cook while playing with cereals and play dough.

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Personal development, behaviour and welfare are good

Children are well cared for. They are happy and settled in the childminder's safe, secure and comfortable home. She encourages children to behave safely and sensibly as they use equipment, toys and utensils. They eagerly help the childminder to keep play areas clear as they sweep the floor and put away toys. The childminder regularly practises fire drills with children and during walks and outings she and the children discuss hazards and how to avoid them. Children develop a good understanding of how to be healthy. They relish being active and outdoors. Children are well nourished and learn more about healthy eating through growing fruit and vegetables, cooking and helping to make their lunches. The childminder sensitively helps children to be more independent in going to the toilet, washing their hands properly and getting changed to go outside.

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Outcomes for children are good

Children are confident, keen, articulate and resourceful. They make good progress and are well prepared for their future learning, including the move on to school. Children are often lively and expressive speakers. They are captivated by well-told stories and enjoy making marks using different tools and materials. Children accurately count and compare numbers and increasingly recognise colours, shapes and sizes.

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Setting details

Unique reference number EY358551 Local authority Birmingham Inspection number 849568 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 10 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 1 September 2011

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Telephone number

The childminder was registered in 2007 and lives in Selly Oak, Birmingham. She operates her provision all year round from 6.30am until 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children. The childminder has close links with a local school and a children's centre.

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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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