Childminder EY370179

Inspection date

Previous inspection date 20 June 2016 5 November 2012

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 has a good understanding of how young children learn and develop. She plans a wide range of activities and outings that children enjoy, and she interacts well with children. She constantly talks to the children, introducing new words to promote babies and younger children's emerging communication and language skills.  The childminder is enthusiastic and committed in her role. She continually reflects on and evaluates the progress children make in their learning. The childminder has created a welcoming and inclusive environment which both supports and challenges children to make good progress.  Children are happy and secure in the childminder's care. The childminder is attentive and children form warm relationships with her. This meets their needs and supports their emotional well-being successfully.  The childminder is a positive role model and she uses consistently applied strategies to

p.1

This provision is good

help children learn good behaviours, such as and how to share, takes turns and use good manners. They visit local playgroups where children develop positive relationships with other children and learn to play harmoniously.  Partnership with parents works well and information is shared effectively. The involvement of parents in their child's learning and care ensures that children's individual needs are quickly identified and well met.

p.1

It is not yet outstanding because:

 The childminder does not find out enough information from parents about what their children already know and can do when they first start, in order to fully inform her assessments of the starting points for children's learning.  The childminder does not consistently ask parents for their views on the quality of the provision or what aspects they feel would benefit from improvement.

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

 involve parents more fully in sharing information about what children already know and can do, in order to help inform the assessments of the starting points for children's learning  provide more ways for parents to share their ideas and suggestions as part of the self- evaluation process.

p.2

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 spoke with the childminder and children at appropriate times throughout the inspection.  The inspector sampled a range of documentation, including evidence of the suitability of adults living on the premises and the childminder's qualifications. She looked at children's development records and a selection of policies and procedures. She spoke to the childminder about her plans for improvement.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder demonstrates a good understanding of the procedures to follow should she have any concerns about a child's welfare. The childminder has attended a good level of training. This has enhanced her knowledge of child protection procedures and helps ensure children's safety and welfare. The childminder has successfully addressed the actions raised at the last inspection. This has improved the way she uses her observations to identify any gaps in learning and plan further learning to support children's progress. The childminder reflects on her practice and identifies aspects of her provision that are working well and areas for improvement. She works closely with the local authority and links with other childminders to talk about good practice and to keep up to date with changes. Links are established with the local school in order to provide children with continuity in their care and learning.

p.3

Quality of teaching, learning and assessment is good

The childminder is well-qualified and the quality of teaching is good. The childminder knows the children very well and has a good understanding of their current stage of development. She is clear about where children need more support to help them make good progress. The childminder provides children with a wide range of toys and resources. She uses this to engage children in interesting and stimulating activities, helping them to enjoy their learning. She supports children well as she plays alongside them and builds good learning experiences into their play. Younger children have a go at completing puzzles and the childminder talks to them about what they can see, such as a caterpillar and a number three. The enabling environment ignites children's interest to explore and learn. They look at books independently, sing songs, shake tambourines and enthusiastically press buttons on electronic toys to create sounds.

p.3

Personal development, behaviour and welfare are good

Children are clearly happy and confident in the childminder's care. She places a strong focus on developing their independence. The childminder guides young children well at lunchtime by showing them how to put their bib on and wash their hands before eating. Children enjoy nutritious meals and snacks, and are encouraged to feed themselves. The childminder helps children to feel good about themselves. She offers plenty of encouragement and praises their achievements. The childminder promotes equality and diversity through good practice, encouraging children to respect themselves and others. Children's physical development is good. They benefit from plenty of fresh air and daily outings. They explore the local community where they have opportunities to build their confidence in various social situations and on trips to the park.

p.3

Outcomes for children are good

All children are supported to make good progress in their learning and development. Babies and younger children develop curiosity and positive attitudes towards learning. They are active, interested and motivated learners. All children develop early skills in literacy and mathematics. This helps to prepare them well for their next stage in learning and the eventual move to school.

p.3

Setting details

Unique reference number EY370179 Local authority Birmingham Inspection number 1036886 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 5

p.4

Name of registered person

Date of previous inspection 5 November 2012

p.4

Telephone number

The childminder was registered in 2008 and lives in the Moseley area of Birmingham. The childminder operates her provision during term times, from 6am until 8pm, 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