Childminder in Birmingham

Inspection date

Previous inspection date 5 October 2017 16 April 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

 Children form close bonds with the caring childminder. She meets their needs well and helps them to communicate their needs to her, such as when they need to use the bathroom or when they are hungry. Children have daily outdoor play and develop their physical skills well at local parks and in the childminder's garden.  The childminder observes children's play and measures their progress accurately. She plans suitable activities that challenge children well. She uses effective questioning skills that help children learn from their play. Children make good progress.  Children gain good social and independence skills in readiness for nursery or school. They concentrate well and are engaged in the interesting activities.  The childminder reflects on her teaching and provision well. She works effectively with other early years providers and maintains her professional development to help her plan and improve children's learning experiences.

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It is not yet outstanding because:

 The childminder does not fully use what she knows about children to plan more focused next steps for their learning.  Strategies used to encourage parents to share information about their children's learning when they start and about their ongoing learning at home are not always successful.  The childminder does not create enough opportunities for children to learn about similarities and differences between themselves and others.

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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

 strengthen the planning for children's next steps in their learning, helping them to make the best possible progress  enhance opportunities for parents to share more initial and ongoing information about their children's learning at home  extend opportunities for children to develop their understanding of people and communities other than their own.

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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 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 the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands how to identify and report a concern about a child's welfare or to respond to an allegation against herself. She continually updates her knowledge of how to keep children safe. The childminder maintains all required documentation and has a current paediatric first-aid certificate. She makes thorough checks to ensure her home and the other venues she visits with children are safe for them to use. The childminder supervises children well at all times. She communicates well with staff at children's schools to help protect their well-being and complement their learning.

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Quality of teaching, learning and assessment is good

The childminder develops children's language and communication skills well. For example, she encourages children to repeat words and sentences to help them learn the names and colours of items. The childminder helps children to count out toy animals, touching each one as they count. She varies her questioning to help reinforce children's learning. For example, she asks if children can find the blue sheep or how many animals they have now. The childminder helps children to count the coloured spots on dominoes and to match the colours and groups of numbers. She nurtures children's love of books and stories and encourages them to talk about the story and the pictures.

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Personal development, behaviour and welfare are good

Children settle quickly in the homely environment with the caring childminder. She finds out about children's dietary and medical needs to help support their good health. She ensures children drink plenty of water throughout the day and that they can reach their own cups when they need them. Children behave very well. The childminder helps them to understand that they must speak with each other politely. For example, she models asking a child for a toy. Children repeat this and learn to share the toys and resources well. The childminder praises children when they share and helps them to increase their confidence and self-esteem.

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Outcomes for children are good

Children are calm and settled. They choose activities independently and are also happy to take part in those led by the childminder. They show good control as they carefully balance dominoes on their ends and use the correct grip when they write with pens. Children play very well together. They ask the childminder to read a story about a bear who cannot sleep, and they enjoy talking about their own bedtime routines in relation to the story. Children are well prepared for the next stages in their learning.

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Setting details

Unique reference number EY272010 Local authority Birmingham Inspection number 1091815 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 7 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 16 April 2015

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Telephone number

The childminder registered in 2004 and lives in Acocks Green, Birmingham. She operates all year round from 8am to 6.30pm, Monday to Friday, except for bank holidays and family 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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