Childminder in Birmingham

Inspection date

Previous inspection date 12 October 2016 3 March 2016

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

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 is kind and caring. She builds strong relationships with children and offers continued praise and reassurance to all children during their play. Children display high levels of self-esteem and are eager to show off their achievements.  Children's good health is promoted well. The childminder helps children to understand good hygiene practices. Children have lots of opportunities to play outdoors in the fresh air. They have plenty of access to a range of equipment that helps them to develop their physical skills.  Partnerships with parents are good. The childminder gains clear information from parents to help determine children's starting points. She continually exchanges information with them about their children's ongoing progress.  Children learn about each other's similarities and differences. They learn to value and respect one another and learn about the world around them. Children's behaviour is

p.1

This provision is good

good. The childminder has high expectations and boundaries.  The childminder effectively promotes children's communication and language skills. She supports children who speak English as an additional language well and quickly identifies children who may need further support in developing their language skills.

p.1

It is not yet outstanding because:

 The childminder has not yet developed her knowledge and skills to a level where her teaching ensures that children consistently make rapid progress in their learning.  Some activities are not organised effectively enough to enable all children taking part to benefit as much as possible. For example, babies and young children do not always experience the same level of opportunity to learn from the sensory activities offered as older children do.

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

 focus professional development more precisely on continuing to raise the quality of teaching to a higher level  organise activities even more effectively so that all children taking part, particularly babies and young children, benefit positively from them and have good opportunities to further develop their skills.

p.2

Inspection activities

 The inspector viewed all areas of the home that are used for childminding.  The inspector observed the children engaged in a range of learning activities, play and daily care routines.  The inspector carried out a joint evaluation of an activity with the childminder.  The inspector checked evidence of the childminder's and her assistant's training and the suitability of all adults living and working in the household.  The inspector spoke to the childminder at appropriate times during the inspection.  The inspector took account of the views of parents recorded in letters sent to the childminder.

p.2

Effectiveness of the leadership and management is good

The childminder has made many improvements since her last inspection. She has improved her assessments of children's progress so that she can quickly identify any areas that a child may not be reaching expected levels. The childminder shares this information with parents and puts measures in place to help close any gaps quickly. The childminder provides support for her assistants. She identifies training they will benefit from to enhance their skills, understanding and practice. The arrangements for safeguarding are effective. The childminder is knowledgeable about current safeguarding legislation and child protection issues. She completes regular training and fully understands her responsibility in protecting children from harm. The childminder completes thorough risk assessments to help minimise and remove any hazards or risks to children. The childminder accurately evaluates her provision. She is committed to providing a good

p.3

Effectiveness of the leadership and management is good

quality service and is frequently looking at ways she can enhance her provision further. The childminder gains the views of parents to help shape and evaluate her services.

p.3

Quality of teaching, learning and assessment is good

The childminder uses her assessments of children's progress to identify their next steps in learning. She plans activities that are challenging and stimulating to help children build on what they know and can do. The childminder's teaching is good and this helps children to become interested and engaged in a range of activities. Children explore their surroundings and develop their own ideas in their play. For example, children enthusiastically play with boxes and the childminder allows the children to make their creations, supporting when necessary to build and extend on the learning taking place. The childminder models language and asks questions, giving children time to respond. Children show their creativity as they explore with a range of materials and paint.

p.3

Personal development, behaviour and welfare are good

Babies and children settle very quickly and their emotional well-being is promoted effectively. They are happy and content in the childminder's care. Children are confident and self-assured and make their needs known. The childminder knows the children and their family backgrounds really well. She tailors experiences to ensure each child's care and learning needs are met effectively. The childminder encourages children to try new experiences and to have a go at doing some things for themselves. She promotes children's awareness of personal safety and risks well.

p.3

Outcomes for children are good

All children make good progress from their starting points. They are gaining the skills needed that will prepare them for the next stage in their learning and their eventual move on to school. Babies are happy, content and secure. They are developing their physical skills as they move to reach toys of interest. Children love joining in with stories. Older children are eager to show off their achievements. They excitedly count, recall the alphabet and sing their favourite nursery rhymes. Children have many opportunities to make marks and older children are supported to recognise their name.

p.3

Setting details

Unique reference number EY445474 Local authority Birmingham Inspection number 1058518 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 12 Total number of places 12 Number of children on roll 10

p.4

Name of registered person

Date of previous inspection 3 March 2016

p.4

Telephone number

The childminder was registered in 2012 and lives in the Acocks Green area of Birmingham. She operates all year round from 6.30am to 8pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives funding for early years education for three- and four-year-old children. The childminder offers care for children who speak English as an additional language. She works with an assistant.

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