Childminder EY380266

Inspection date

Previous inspection date 12 September 2016 2 November 2012

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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 quality of teaching is good and this helps children to make good progress in their learning. The childminder provides a wide range of play experiences and activities that interests children, both indoors and in the garden.  Children develop good communication and language skills. The childminder regularly talks to children. He asks them questions and encourages them to respond. The childminder models and repeats words to reinforce children's developing language skills.  The childminder successfully promotes children's emotional well-being. Children are settled and display a very strong sense of belonging. They have formed extremely close attachments with the childminder, as a result of his warm, caring approach and the effective settling-in sessions.  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 and activities and how well they are progressing in their learning.  The childminder uses self-evaluation to critically review his provision and practice, in order to target improvements.

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It is not yet outstanding because:

 The childminder does not make the best use of opportunities to help children learn about the reasons for eating healthy food.  Arrangements for professional development are not focused sharply enough on raising the quality of teaching to a higher level, in order to help children consistently achieve rapid progress in their 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

 provide more opportunities for children to learn the reasons for eating healthily as part of a healthy lifestyle  build on the current arrangements for professional development so that further training is identified, in order to raise the quality of teaching to an even higher level.

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Inspection activities

 The inspector had a tour of the premises and observed children engaged in a variety of learning experiences.  The inspector observed and evaluated a learning activity with the childminder.  The inspector viewed evidence of the suitability of all adults living on the childminding premises and the childminder's qualifications.  The inspector looked at a sample of policies, training records and children's assessment records and discussed the childminder's process for self-evaluation.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took account of the views of parents and children detailed in letters and questionnaires sent to the childminder.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is confident about child protection procedures, which helps to promote children's welfare. He is fully aware of his responsibility to contact relevant agencies should he have any concerns about a child in his care. The childminder keeps up to date with mandatory training, such as child protection, food safety and first aid. The childminder is clear about the importance of working with other agencies and professionals to ensure all children achieve well. He forms strong links with the schools and pre-schools in the area and shares transition reports when children are ready to move on. The childminder observes children and records their progress and development using an electronic system. This enables him to track children's progress effectively.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how to promote children's learning and development through good quality play opportunities. He is calm and positive and his enthusiastic approach creates an effective learning environment. He sits on the floor fully engaged in children's activities. He encourages children's awareness of words and their meaning as they enjoy stories and develop good early reading skills. Children listen attentively to stories about starting school and together with the childminder talk with excitement about what it is going to be like. Children enjoy hunting for insects hidden in the bug hotel and making pretend cakes with dough. They add shells, buttons and colourful beads as they pretend to decorate birthday cakes, then add candles. The childminder knows the children well and is fully aware of what each child can do and when they need further support. He stands close to younger children as they climb in the large

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Quality of teaching, learning and assessment is good

wooden ship and up on the slide and down again. Children enjoy playing 'What's the time Mr Wolf?' as they begin to learn the time. Children laugh as they run away before the 'wolf' gets them.

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Personal development, behaviour and welfare are good

The childminder ensures the settling-in arrangements are flexible to meet children's individual needs. The childminder helps children to learn about the importance of good personal hygiene routines. He encourages children to wash their hands prior to eating and older children know this will stop germs. Children behave very well. The childminder gives them a lot of praise and encouragement, which raises their self-esteem. Children are helped to consider and value diversity. They have access to a range of resources that helps them explore cultural differences and learn to respect each other.

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Outcomes for children are good

Children develop their physical skills as they confidently move around the childminder's home. They explore in the childminder's garden and are taken on visits to the farm and other places of interest. Children feel the different textures of natural materials, such as shells and sand, in their play. Children learn about quantity and measure when they fill containers with sand and tip them out again. Children develop a good range of skills in readiness for pre-school and school.

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Setting details

Unique reference number EY380266 Local authority Birmingham Inspection number 1059814 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 6 Number of children on roll 22

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Name of registered person

Date of previous inspection 2 November 2012

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Telephone number

The childminder was registered in 2008 and lives in Sutton Coldfield. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with a co-childminder and holds a recognised childcare qualification at level 3.

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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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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