Childminder in Birmingham

Inspection date 23 October 2018 Previous inspection date 10 November 2015

p.1

This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

The provision is good

n The childminder offers a welcoming, home-from-home environment, indoors and outdoors. There is a good variety of resources to help support children's learning and development. n The childminder knows the children well and understands how they learn and develop through play. She provides good opportunities for children that follow their interests. Children are successfully engaged and motivated to learn, for instance, when they develop their sensory skills exploring natural materials. n Partnerships with parents are very effective. Parents say the childminder is 'considerate, loving, passionate, professional and friendly'. n The childminder supports children's emotional well-being effectively. Children develop strong bonds with the childminder. She is caring and attentive to children's needs and this helps children to settle quickly and enjoy their time in her care. n There are opportunities for children to enjoy physical exercise during the day and they

p.1

The provision is good

access a good range of wheeled toys. The childminder provides nutritious snacks as parents provide children with a packed lunch. She encourages young children to be healthy by supporting them to eat well and to prepare their own snacks. n The childminder keeps her knowledge about early years up to date through training and she gleans information from other childminders. This helps her maintain the good quality of her provision.

p.1

It is not yet outstanding because:

n The childminder does not find out as much as possible from parents about what children already know and can do, to support their learning from the outset. n The childminder does not consistently encourage parents to share information about what their children achieve at home so that she can use this when planning future activities.

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

n encourage parents to share more information about what their children can do at the start of the placement n encourage parents to share more information about their children's achievements at home, and use this to strengthen activity planning.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during the inspection and evaluated the impact this has on children's learning. n The inspector looked at children's records, policies and procedures, and evidence of the suitability of the childminder and other adults in the household. n The inspector completed a joint observation with the childminder. n The inspector spoke to the childminder and children during the inspection. n The inspector took account of parents' views about the provision.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows where to seek support if she is concerned about a child's safety. She has robust policies and procedures to help her keep children safe and well. The childminder is confident in describing the signs that may cause her to be worried about a child's welfare and the action she would take in these circumstances. The childminder makes sure all areas of her home are checked daily and supervises children effectively, both in the home and when she takes them out. The qualified and experienced childminder is passionate about her role in the lives of young children. She monitors and evaluates the quality of her provision well and obtains the views of children and their parents to help her make ongoing improvements. She has plans to develop an outdoor sensory room to encourage children's exploration skills. The childminder's partnerships with other settings and schools are good, which ensures they

p.3

Effectiveness of leadership and management is good

work successfully together to meet children's care and learning needs.

p.3

Quality of teaching, learning and assessment is good

The childminder supports children's language development well. For instance, children enjoy interacting with the childminder as they build with bricks and play with dough. The childminder teaches children colour names and supports them to count objects, such as how many eyes the hedgehog has. Children learn about the natural environment in many activities. For example, they plant a herb garden and collect leaves, pine cones and conkers as they explore the theme of autumn. Children observe first-hand how to care for an injured hedgehog and they design collages and models of hedgehogs with play dough. The childminder observes and assesses children and provides activities that support them in reaching the next steps in their learning. She follows their interests and introduces different characters associated with children's favourite story about a witch and her friends flying on a broom. Children talk about going to the shop to buy

p.3

Quality of teaching, learning and assessment is good

pumpkins and broomsticks and pretend they are flying on the broomstick.

p.3

Personal development, behaviour and welfare are good

Children are happy and settled in the childminder's care. They confidently lead their own play and ideas as they move freely around the rooms. The childminder is a good role model. She is calm, kind and teaches children good manners. The childminder regularly praises children, which promotes their emotional well-being effectively. Children develop a good understanding of their local community. They take regular trips on trains, go for walks in the park and attend local groups with the childminder, where they have opportunities to socialise with children in larger groups.

p.3

Outcomes for children are good

Children develop good skills that prepare them for the move on to their next stage of learning, such as school. They choose and select resources for themselves. Children learn to manage tasks for themselves to build their independence. They learn to take off their shoes and put on their slippers. In addition, children prepare their fruit at snack time as they cut up strawberries they have purchased. Children develop good social skills as they regularly play with children when they attend local toddler groups.

p.3

Setting details

Unique reference number EY337249 Local authority Birmingham Inspection number 10061587 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 10 Total number of places 6 Number of children on roll 11 Date of previous inspection 10 November 2015

p.4

Registers

The childminder registered in 2006 and lives in Erdington, Birmingham. She operates from 7.30am to 6pm from Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate qualification at level 3.

p.4

Registers

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

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5