Childminder in Birmingham

Inspection date

Previous inspection date 5 July 2017 13 May 2014

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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 observes and monitors children's progress effectively and identifies any potential gaps in their learning. She uses this information well to help her plan the next steps for each child's learning and development. Children make good progress from their starting points.  Children settle well in the childminder's care. She manages their behaviour sensitively and sets clear boundaries. Children respond well to her gentle reminders not to throw toys. Children are kind to each other. For example, they stop crying when another child gives them a toy they like. The childminder praises children for being kind.  The childminder is committed to making ongoing improvements to her provision. She forms close links with other early years professionals with whom she shares ideas and good practice. The childminder updates her knowledge regularly and makes positive changes to children's learning experiences.

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This provision is good

 Children are confident and happy. They choose from a good range of activities and resources and explore these with enthusiasm. Children develop good independence in their self-care. For example, very young children clean their hands before eating and manage their food and drink by themselves.

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It is not yet outstanding because:

 The childminder has not found highly successful ways to engage all parents in the support of their children's learning at home.  The childminder does not create many opportunities for children to value similarities and differences between their own and others' backgrounds and experiences.

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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

 explore further ways to involve all parents in the support of their children's learning at home  create more opportunities for children to recognise and value similarities and differences between their own and others' backgrounds and experiences.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed an evaluation 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 in the household.  The inspector spoke to children during the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure understanding of how to identify any concerns she may have about a child's welfare or an allegation against herself. She carries out regular checks to make sure her home is safe for children to use. The childminder reflects on the quality of her provision and finds ways to improve her knowledge and skills. She communicates well with other settings that children attend. The childminder finds out what children are learning and complements this. She successfully shares information about children's progress and well-being, which helps to support consistency in their care and learning.

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Quality of teaching, learning and assessment is good

The childminder establishes clear starting points for children's learning. She gathers some initial information from parents and makes her own assessments of children's stages of development. The childminder extends children's language and vocabulary well. For example, she encourages young children to repeat words so they learn to say them correctly. Children hold up toys to show her and say the correct word for these. When children show interest in the sound of the telephone ringing, the childminder encourages them to pretend to talk on the toy telephone. She responds to their interests and adapts her teaching and planning according to this. The childminder helps children to recognise numbers and to complete puzzles. She encourages them to persevere when they are unsure how a piece fits in. She helps children to turn a foam number around so it will fit in the correct space. Children point to objects as they count accurately to 10.

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Personal development, behaviour and welfare are good

The childminder helps children to gain good self-esteem and confidence. She encourages them in their play and gives them plenty of praise for their achievements. The childminder finds out what children are expected to be able to do when they start pre-school and school. She teaches them to fasten their coats, put on their shoes and use the bathroom independently. Children feel emotionally secure in their transition. The childminder provides healthy meals and snacks for children and makes sure they have enough to drink throughout the day. Children's individual needs are given high priority. For example, young children sleep when they need to and routines are flexible to meet their needs. They enjoy daily outdoor play and develop their physical skills well.

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Outcomes for children are good

Young children enjoy repeating actions that produce sounds. For example, they choose different percussion instruments that they can shake or bang. They smile and giggle at the sounds. Children are interested in books and pictures. They turn the pages correctly and point to the pictures that they like. Children develop early writing skills well. For example, they use large chalks and crayons to make marks or make patterns in the sand to practise the actions they will need to use to write. Children are well prepared for the next stages in their learning. They develop good social skills and become used to interacting with new children at the playgroups they attend.

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Setting details

Unique reference number 227512 Local authority Birmingham Inspection number 1087004 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 4

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Telephone number

The childminder registered in 1992 and lives in the Harborne area of Birmingham. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate 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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