Childminder 255393

Inspection date

Previous inspection date 17 November 2017 2 May 2014

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The quality of teaching is variable. The childminder has not focused her professional development precisely on developing her skills and knowledge to a consistently good level.  The childminder does not always assess children's development accurately enough to identify their next steps in learning. Activities are not always well planned or sufficiently focused to continually build on what children already know and can do.  The childminder does not have fully effective partnerships with other professionals involved in children's care to help promote a more collaborative approach to children's learning.  Self-evaluation is not strong enough to support the childminder to fully evaluate her practice to help identify where improvements need to be made to raise the overall standard.

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It has the following strengths

 The childminder provides a welcoming home. Children are happy and settled in her care.  Partnerships with parents are sound. The childminder has suitable systems in place to share information about children's care.  The childminder encourages children to develop their physical skills. Children enjoy regular exercise to enhance their large-muscle skills, such as throwing and catching balls.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 focus professional development more sharply on raising the quality of teaching to improve outcomes for children 30/12/2017

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Due Date

 make more accurate assessments of children's learning and use this information to plan and target appropriate activities to enable children to make consistently good progress. 30/12/2017

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 develop partnerships with other relevant professionals to establish a consistent approach to supporting children's care, learning and development  make better use of reflection and evaluation to identify where improvements need to be made to raise the quality of the provision.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector looked at relevant documentation and checked the suitability of the childminder and members of the home.  The inspector took account of parents' written comments and views.

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Effectiveness of the leadership and management requires improvement

The childminder completes some relevant training, for example, she has completed safeguarding and first-aid training. However, she has not given enough consideration to improving the quality of her teaching or raising outcomes for children. The childminder does not fully reflect on her practice to help drive improvements forward. Safeguarding is effective. Policies and procedures are implemented well to support the childminder's daily practice. This helps to keep children safe and protected from harm. The childminder has a sufficient understanding of child protection and the procedures to follow should she have concerns about the safety of a child.

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Quality of teaching, learning and assessment requires improvement

Although the childminder has a general understanding of children's abilities, the assessment procedures are not robust enough. As a result, planning is not sufficiently focused on what children need to learn next. The quality of her teaching is variable. At times, the childminder waits for children to request toys and resources and does not always plan activities and experiences that may capture their interest and extend their learning. During the inspection, children sometimes played or sat aimlessly rather than being engaged in purposeful play. Children do not always make the progress of which they are capable. At other times, the childminder promotes children's learning well. For example, she promotes children's language skills as she joins them to sing songs and rhymes. She encourages children to use their imaginations. For example, as children play with toy telephones she asks them who they are talking to and children enjoy acting out

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Quality of teaching, learning and assessment requires improvement

an imaginary conversation with their parents.

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Personal development, behaviour and welfare require improvement

The childminder does not always work closely with other professionals involved in children's care. This means she does not always have access to all of the information and targets which could help to improve outcomes for individual children. The childminder is welcoming and friendly, and children form close bonds with her. She responds to children's needs promptly to promote their emotional well-being. She manages children's behaviour well and teaches them right from wrong. The childminder promotes children's good health effectively. For example, daily routines and activities promote children's enjoyment of physical activity and their understanding of personal hygiene routines.

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Outcomes for children require improvement

Weaknesses in practice mean that children are not supported to make good progress in their learning. Children generally participate in activities, but occasionally become disengaged because of the lack of challenge and stimulation. Children have developed secure relationships in the setting. This helps to promote their confidence and self-esteem. Children learn the basic skills to help prepare them for the next stage of their learning, including their eventual move to school.

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Setting details

Unique reference number 255393 Local authority Birmingham Inspection number 1005093 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 2 Total number of places 6 Number of children on roll 3

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Telephone number

The childminder registered in 1992. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. Funded early education is provided for two-, three- and four-year-old children.

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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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