Hughes Jacqueline

Inspection date

Previous inspection date 11 May 2018 22 September 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

 Children are very happy, settled and secure. They enjoy including the childminder in their play and form close bonds with her. They make good progress and are keen to join in with a wide range of activities and experiences.  The childminder works well in partnership with parents. She has regular discussions with them about their children’s progress and well-being. These promote children’s continuity of learning and care.  The childminder provides a welcoming play environment and has an extensive range of readily accessible toys and play materials. Children are encouraged to be independent and explore the available resources.  The childminder extends her skills through regular training and networking with other childminders. She evaluates her practice and drives forward improvements to provide better outcomes for children.  Children develop a good understanding of mathematical language. The childminder

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This provision is good

encourages children to use numbers and recognise different shapes as they play to build on their mathematical development.

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It is not yet outstanding because:

 At times, the childminder does not offer children even greater challenge during activities to work out solutions for themselves and extend their learning further.  The childminder does not regularly and precisely track children’s progress to sharpen her planning and raise children’s achievements to an outstanding level.

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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 monitoring of children's progress to help further identify and provide more precisely for the next steps in their learning  provide additional challenge for children during activities to identify how their learning can be extended even further to help them achieve the highest level of progress.

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Inspection activities

 The inspector completed a joint evaluation of an activity with the childminder.  The inspector held discussions with the childminder.  The inspector looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector took into account the views of parents from questionnaires and feedback.  The inspector observed the quality of teaching during activities and assessed the impact this has on children’s learning.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder is clear about local safeguarding procedures. She has a good understanding of when to report any concerns about a child's welfare and safety to local agencies. The childminder regularly updates her knowledge and skills through training. She keeps up to date with any changes in legislation and has a full understanding of her responsibilities. The childminder shares information with other settings and schools that children attend to help provide continuity in children's care and learning. The childminder monitors the well-organised environment effectively and quickly identifies any risks to children.

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Quality of teaching, learning and assessment is good

The experienced and well-qualified childminder supports children as they play and learn effectively. She observes children and provides them with activities and experiences that interest them. Children interact effectively with the childminder as she encourages them to make independent choices about their play. The childminder supports children's communication and language development effectively. Children enjoy playing creatively with pretend food. The childminder helps them name the different foods and models new words for younger children. Children are encouraged to follow their creative ideas during play. For example, they put some toys into a bag and pretend to go shopping. The childminder comments on what children are doing and encourages them to respond, promoting their confidence.

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Personal development, behaviour and welfare are good

Children's well-being is supported well. They behave well and are settled and happy in the friendly environment. The childminder is calm and caring and ensures that children are relaxed and enjoy their time with her. She is sensitive to children's individual care and learning requirements and adapts her approach to meet these needs. Younger children enjoy cuddles and lots of reassurance from the childminder. Children are supported to lead a healthy lifestyle and be physically active. The childminder takes children on regular outings to parks, farms and activity centres to extend their learning experiences and help them learn about the wider world.

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Outcomes for children are good

Children are motivated in their learning and make good progress. They communicate very well and make their needs known. They use numbers purposefully in their play, for example, they count the number of cars on the floor. Young children are confident to play and explore. They initiate activities and show curiosity about objects around them. Children gain the skills required for the next stage in their learning and as they move on to school.

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Setting details

Unique reference number EY246716 Local authority Birmingham Inspection number 1104023 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 22 September 2014

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Telephone number

The childminder was registered in 2002 and lives in Yardley, Birmingham. She operates all year round from 6.30am to 6pm, Monday to Saturday, 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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