Childminder in Birmingham

Inspection date

Previous inspection date 7 November 2016 31 January 2013

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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 helps children form close attachments to her. This gives them a strong sense of security. She spends good quality time supporting them in their activities and she frequently praises their achievements.  The childminder pays close attention to children's interests. This enables her to plan stimulating activities that motivate them and ensure they are positive about their play and learning.  Children's behaviour is good. The childminder is a very good role model. She speaks respectfully to children and boosts their confidence with lots of encouragement and kind words. Children learn to consider each other's needs through their play and interactions.  Parents speak highly of the childminder and appreciate the service provided for their children in this welcoming setting. They comment that she is very approachable. They feel confident that their children are safe and happy and that their children make good

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This provision is good

progress.  The childminder is well organised. She maintains accurate records and a detailed range of policies and procedures is in place to promote children's health, well-being and safety. The childminder successfully monitors her provision and this helps her to make effective improvements. The quality of care, teaching and learning is maintained to a very good level.

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It is not yet outstanding because:

 The childminder does not always obtain enough information from parents about children's starting points to help her plan their learning fully from the start.  The childminder does not always work closely enough with other early years settings that children attend, to develop a consistent approach to children's learning and care.

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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

 support parents more consistently to be involved in sharing information about what children already know and can do when they first start, to help inform the assessments of the starting points for children's learning  develop stronger partnerships with other early years settings that children attend, to achieve a more consistent approach to their care and learning.

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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.  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 took account of the views of parents recorded in letters and questionnaires.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder understands her role and responsibility to safeguard children and has completed relevant training. She keeps abreast of changes in legislation to further promote children's safety and well-being. All adults in the household have undergone suitability checks. The childminder keeps her skills and knowledge updated by attending mandatory training, such as first aid. The childminder regularly meets with other childminders to share ideas and help her improve her teaching practice. She recognises her strengths and has clear plans in place for the continuous development of the provision.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of the different ways children learn and this results in good quality teaching. She uses the information gained from her observations well to move children forward in their learning in readiness for school. The childminder plans activities that she knows will interest and engage children. They investigate resources enthusiastically, building on their curiosity and imagination. Children enjoy moulding dough to create shapes and figures, such as crocodiles. The childminder encourages counting and shape and colour recognition in children's play to support their learning. Children use their imagination as they dress up in firefighter or ballet dancer costumes or play with the doctor's kit. They sit attentively listening to a story about a monster and a little mouse. The childminder monitors children's progress closely and addresses any emerging gaps in their learning successfully.

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Personal development, behaviour and welfare are good

Children's well-being, health and physical development are promoted successfully. They have good opportunities to spend time outdoors and in the local park. The childminder takes them to play groups so they socialise with a wider range of children and adults. The childminder successfully helps children to have an awareness of how to maintain their own safety. For example, she talks to the children about how to cross the road safely and they practise fire drills regularly. Effective hygiene routines are in place and children learn about the benefits of adopting a healthy lifestyle. For example, children know that the fresh fruit they eat at snack time is good for them and they understand that it is important to make sure they have enough water to drink throughout the day. Children learn about the wider world and enjoy taking part in a variety of festivals and celebrations.

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Outcomes for children are good

Children are independent, make choices about their play and have good personal care skills. Children's communication and language skills are developing well. All children develop good literacy and mathematical skills and make good progress in readiness for their move on to school.

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Setting details

Unique reference number 405590 Local authority Birmingham Inspection number 1064165 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 31 January 2013

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Telephone number

The childminder was registered in 2001 and lives in Great Barr, Birmingham. The childminder operates her provision all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a recognised early years 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

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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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