Parker, Barbara Lilian

Inspection date

Previous inspection date 8 June 2017 5 June 2015

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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 has worked extremely well with her co-childminder to create an imaginative and stimulating outdoor play area. Children are enthralled as they go into the area. They are motivated to initiate their own play and follow their own interests.  Children are happy, settled and thriving well. They are making at least good progress in their learning.  The childminder has a strong understanding of how to promote children's interest in books and stories. She uses this well to capture children's interest and maintain their focus and concentration.  The childminder focuses well on developing positive partnerships with parents. Parents are very complimentary about the childminder's service. They report that they are exceptionally pleased with how they and their children are supported, particularly in their social skills, and the care they receive when they first start attending.  The childminder is well qualified. She continually seeks to further develop her

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This provision is good

knowledge and skills. She has well targeted plans in place to enhance her already good practice and knowledge.

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It is not yet outstanding because:

 The childminder does not yet plan meticulously so that teaching is sharply focused on helping children to make rapid progress in their next steps in 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

 enhance planning so that teaching is more sharply focused on helping children to make rapid progress in their next steps in learning.

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Inspection activities

 The inspector observed the quality of teaching indoors and outdoors, and assessed the impact this has on children's learning.  The inspector completed a joint observation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living and working in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder keeps her knowledge of safeguarding up to date. The childminder has a strong understanding of all of the steps she must take to protect children. She makes sure children are safe as they play indoors and outdoors. The childminder follows good hygiene routines and promotes and protects children's health. The childminder keeps parents well informed of their child's progress. Parents are given good quality advice and guidance about how they can support their child's learning at home. The childminder seeks and responds to the views of parents and children as part of her self-evaluation.

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Quality of teaching, learning and assessment is good

The childminder works in partnership with parents to identify what children know and can do from the outset. Children's progress is accurately monitored and their next steps in learning are well targeted. The childminder has a good understanding of what inspires children to learn. The childminder helps children to learn to play imaginatively and explore and experiment using the vast range of resources indoors and outdoors. She models and explains and helps children to find new ways of doing things. The childminder helps younger children to learn and use new words as they play. She engages older children in conversation and encourages them to express their ideas and to predict and plan activities.

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Personal development, behaviour and welfare are good

The childminder effectively promotes children's well-being. Children have lots of opportunities to be physically active, move purposefully and develop control over their bodies. They show high levels of excitement and have lots of fun as they move in lots of different ways to a 'animal boogie' song. Children take part in a variety of activities that helps them to recognise and value differences in themselves and others. They receive lots of praise in recognition of their effort and achievements. Children develop strong friendships with other children and close attachments to the childminder. The childminder works well in partnership with parents to meet children's dietary needs.

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Outcomes for children are good

Children make at least good progress in their learning and development. They are ready for school, when the time comes. Children are confident and very sociable. Children actively engage visitors in their pretend play and conversations. Children show good levels of interest in all activities. They sit and listen well. They follow and give instructions to others. Children describe shape and size. They count and recognise numerals and letters of the alphabet spontaneously as they play. Children enjoy doing things for themselves, such as putting on their coats and wellington boots to go outdoors.

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Setting details

Unique reference number EY336773 Local authority Sandwell Inspection number 1092776 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 13 Total number of places 6 Number of children on roll 6

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Telephone number

The childminder registered in 2006. She works with a co-childminder. She operates Monday to Friday from 7.30am to 6pm. The childminder holds an 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

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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