Childminder in Birmingham

Inspection date

Previous inspection date 28 February 2017 29 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 provides inspiring and interesting experiences which reflect the different abilities, interests and ways that children learn. Children demonstrate good levels of confidence and make independent choices in their play.  The childminder makes effective use of the outdoors as she takes children on a wide variety of outings, such as to local parks. These outings help children to learn about the wider world, to develop their physical skills and to interact with others in different situations.  Children's behaviour is good. The childminder is a good role model and she speaks to the children with kindness. She helps children to understand the difference between right and wrong, and encourages them to resolve minor conflicts for themselves. She frequently praises children for their achievements, which boosts their confidence and raises their self-esteem.  Partnerships with parents are effective. The childminder keeps parents informed about

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This provision is good

the time that children spend at her provision.

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It is not yet outstanding because:

 The childminder does not share enough information about children's learning with staff at schools that children also attend, in order to fully complement their development.  The childminder's programme of professional development does not focus sharply enough on developing her knowledge and skills to the highest levels to raise the quality of the provision.

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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

 develop stronger partnerships with schools that children attend, in order to fully complement the learning that children receive elsewhere  extend the programme of professional development so it is focused on developing knowledge and skills even further, and raising the quality of the provision higher.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection. She observed the quality of the childminder's interactions during activities.  The inspector looked at a range of documentation and discussed the childminder's self- evaluation.  The inspector carried out an evaluation of an activity with the childminder.  The inspector checked evidence of the childminder's suitability and her qualifications.  The inspector took account of the views of parents.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder knows the signs of abuse and neglect. She has a clear understanding of the procedures she needs to follow to protect the children in her care from harm. Children's well-being and safety is effectively promoted. The childminder completes risk assessments of her premises and outings children participate in, to further assure their safety. She shares policies and procedures with the parents so they are kept well informed. Self-evaluation is ongoing. The childminder has addressed previous recommendations. She takes account of the views of children and parents to continue to improve her provision. The childminder works closely with other professionals and reads publications to keep up to date with legislative changes. This helps her to promote a good service for children.

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Quality of teaching, learning and assessment is good

Children are inquisitive, articulate and motivated to learn. The childminder provides activities that ignite children's interest and curiosity. Children explore different textures with fascination. The childminder answers questions that children ask to deepen their understanding of early science. For example, as children mix sand, flour and oil together they learn about the changes that occur. Children's speaking and listening skills are excellent. They listen attentively, giving their friends an opportunity to finish speaking and share their ideas creatively with the childminder and each other. The childminder enthusiastically joins in and offers ideas that build on children's imagination even further. Children have many opportunities to build on their mathematical skills. They learn about quantities and numbers, and compare sizes. The childminder asks simple mathematical questions to help children learn to solve problems independently as they play.

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Personal development, behaviour and welfare are good

The childminder collects children from different schools. Children are very familiar with their routines and settle quickly. They build a strong attachment to the childminder and are emotionally secure in her company. Children comment that they 'really love' coming to the childminder's house and enjoy playing with their friends. Their artwork is prominently displayed and children tell others what they have painted. Children's views and opinions are valued which helps them to develop a strong sense of belonging. The childminder encourages children to be respectful of others and to recognise their own unique qualities. Children's self-care skills are promoted through good hygiene practices, such as regular handwashing. Children learn to develop an awareness of health and safety through daily routines, discussions and activities.

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Setting details

Unique reference number EY422198 Local authority Birmingham Inspection number 1065648 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 5 - 6 Total number of places 6 Number of children on roll 2

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Name of registered person

Date of previous inspection 29 January 2013

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Telephone number

The childminder registered in 2011. She lives in the Sheldon area of Birmingham. The childminder operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays.

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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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