Childminder in Birmingham

Inspection date

Previous inspection date 13 July 2016 3 September 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 successfully promotes children's safety, welfare and learning. She makes use of a range of records, policies and procedures in the setting. This helps to ensure all legal requirements are met and parents are informed of the service offered.  Children are happy, settled and relaxed. The childminder and her assistant are caring, friendly and approachable. Children form positive relationships with them from the outset.  Children make good progress in their learning and development. The childminder knows children well and provides suitably challenging activities to meet their learning needs.  Partnerships with parents are good. The childminder works closely with them to share information about children's care and learning. Parents comment that they would highly recommend the setting and are very happy with the service provided.  The childminder evaluates the setting and is ambitious. She takes into account the

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This provision is good

views of parents, children and her assistants. The childminder sets clear targets for future improvement.

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It is not yet outstanding because:

 The childminder does not consistently provide young children with a wide range of rich and imaginative activities and experiences to encourage their learning at the very highest level. Children are not yet highly motivated to play, explore and learn.  Children do not yet benefit from the best possible outcomes. The childminder's professional development for herself and her assistant is currently more focused on promoting children's safety and welfare rather than raising the quality of teaching further.

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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

 provide young children with more opportunities to engage in a wide range of rich and imaginative activities to consistently highly motivate them to play, explore and learn  enhance professional development and consider more deeply ways to raise the quality of teaching to the highest level.

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Inspection activities

 The inspector observed teaching practice and conducted a joint observation with the childminder.  The inspector viewed the areas used for childminding and held discussions with the childminder and her assistant.  The inspector looked at the documents available, including children's learning records, policies and procedures.  The inspector checked evidence of the suitability and qualifications of the childminder and her assistant.  The inspector discussed with the childminder her methods for self-evaluation.  The inspector sought the views of parents from the written evidence provided.

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Effectiveness of the leadership and management is good

Since the last inspection the childminder has worked hard to raise the overall standard of the provision. The childminder conducts research and liaises with a range of professionals, including the local authority. She accesses some training for herself and her assistant. This helps to keep their knowledge and skills up to date. The childminder ensures that she works closely with her assistant to supervise her practice. This has a positive impact on the quality of care and education provided. The arrangements for safeguarding are effective. The childminder's home is safe, secure and well laid out. The childminder and her assistant have a good understanding of child protection issues. They know exactly how to act should they have any concerns regarding a child's welfare.

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Quality of teaching, learning and assessment is good

The childminder is a good teacher. She makes good use of what she knows about children's individual learning to promote their progress. For example, all children enjoy opportunities to be creative and imaginative. The childminder provides them with materials to make collages. She challenges children to have a go at using scissors to cut out the materials before they stick them onto the paper. She also uses the opportunity to talk to children about their experiences and offers explanations to expand their knowledge. The childminder has a good overview of the progress children make. She ensures that any children requiring additional support benefit from the help they need. This means children who have special educational needs or disability are progressing well.

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Personal development, behaviour and welfare are good

Children's physical and emotional well-being are suitably fostered. The childminder finds out about children's routines and care needs to ensure they benefit from what they need during the day. She also finds out about children's cultures, religions and backgrounds. She promotes tolerance and acceptance in her setting. Children behave well. They learn to use good manners, respect each other, adults and the environment. Children learn about the importance of living a healthy lifestyle. The childminder ensures they eat well, benefit from plenty of fresh air and adopt good hygiene routines. Children particularly enjoy playing in the childminder's garden. They make use of a range of equipment, such as climbing frames, the trampoline and wheeled vehicles to strengthen their physical skills.

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Outcomes for children are good

All children make good progress and acquire all of the skills they need for the eventual move on to school. Children are developing a thirst for learning. They are usually interested in the activities and experiences available and want to know more. Children are becoming very independent. They make choices about what they want to do and are beginning to manage their own care needs. Children learn to share, take turns and play well together. Children's communication and language skills are particularly well promoted. Children benefit from a range of opportunities to practise their skills in speaking, understanding and listening. Children's literacy and mathematical skills are developing well. They enjoy completing puzzles, playing shape games, using crayons to make marks and singing songs. Children are swiftly becoming successful learners.

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Setting details

Unique reference number 504592 Local authority Birmingham Inspection number 1044099 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 12 Number of children on roll 22

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Name of registered person

Date of previous inspection 3 September 2014

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Telephone number

The childminder was registered in 1990 and lives in Birmingham. The childminder operates all year round from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder supports children who have special educational needs or disability. She also 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

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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