Childminder EY294452

Inspection date

Previous inspection date 14 September 2017 13 July 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

 Children are very happy and relaxed in the childminder's care. She helps them to settle quickly and reassures parents about this. The childminder obtains information from parents about children's routines and interests. She places the highest priority on children's well-being and helps them to feel secure in their moves to new settings.  The childminder measures and reviews children's progress accurately. She has increased her understanding of how to do this since the previous inspection and children make good progress.  Partnerships with parents are effective. The childminder keeps them well informed about their children's progress and works closely with them to provide consistency in their children's care routines.  Children develop good independence in their self-care. For example, they learn to dress themselves, use the bathroom and hang up their coats and bags. This is one of the ways in which the childminder prepares them well for nursery and school.

p.1

This provision is good

 The childminder has worked very effectively with an early years advisor since the previous inspection. She reflects well on her practice and identifies areas for improvement in her provision to support children's learning and development.

p.1

It is not yet outstanding because:

 The childminder has not focused on specific next steps for older children's learning to help them to make the best possible progress and to help parents support their children's learning more effectively.  The childminder does not create enough opportunities for children to value similarities and differences between their own and other's backgrounds and experiences.

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

 plan more focused next steps for older children to help them make even better progress, and share these with parents to help them support their children's learning more effectively  create more opportunities for children to recognise and value similarities and differences between their own and others' backgrounds and experiences.

p.2

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 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.  The inspector considered of the views of parents through written feedback provided.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has good knowledge of how to keep children safe. She checks her home and other venues she takes children to, ensuring they are safe for children to use. The childminder understands how to recognise and report a concern about a child's welfare and how to deal with an allegation against her. The childminder has very good relationships with other early years providers. She shares information about children's development and provides continuity in their care and learning. The childminder maintains her professional development well with the support of the local authority. She has improved her knowledge and practice of how to keep children safe in her home and has increased her knowledge and understanding of the learning and development requirements to further improve the quality of teaching.

p.3

Quality of teaching, learning and assessment is good

The childminder finds out what children can do when they start and observes their play. This helps her to build on their learning from clearly established starting points. The childminder asks skilful questions that encourage children's own questioning. For example, she reads a story about a dinosaur starting at nursery and asks children why he is crying. They understand why he is sad and the childminder explains this further. She extends children's vocabulary very well, such as when she asks if children remember what herbivore means. She extends children's learning by discussing carnivores in relation to the toy dinosaurs the children play with. The childminder helps babies to stand and gain confidence to begin to walk. She holds their hands and encourages them to hold on to furniture. They move towards her as she holds out her arms to coax them. The childminder teaches older children to recognise and write letters and numbers and to

p.3

Quality of teaching, learning and assessment is good

develop their early reading and writing skills very effectively.

p.3

Personal development, behaviour and welfare are good

The childminder meets children's needs well and finds ways to help them increase their confidence. For example, she bought a toy spider for children to play with and to help them overcome their fears. This was very successful. She is very positive in her praise of children and helps them to gain good self-esteem. For example, she helps them to understand that they are turning the pages to move towards the end of the book, rather than the start, as children first thought. Children's behaviour and manners are very good.

p.3

Outcomes for children are good

Children are enthusiastic learners and make confident choices in their play. They concentrate well and develop key skills for their future learning. Older children show very well-developed communication and language skills and are curious to find out more about the world. For example, they ask the childminder which foods babies can eat and why. Babies enjoy exploring the sounds and lights they produce as they press buttons on a toy. They are gaining confidence to stand on their own with decreasing support from the childminder. Children enjoy interacting with the childminder in their play.

p.3

Setting details

Unique reference number EY294452 Local authority Birmingham Inspection number 1109066 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 0 - 3 Total number of places 6 Number of children on roll 2

p.4

Name of registered person

Date of previous inspection 13 July 2016

p.4

Telephone number

The childminder registered in 2004 and lives in Kings Heath, Birmingham. She operates during term time only from 8am to 6pm, Monday to Friday.

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