Lawlor, Isabel Louise

Inspection date 7 November 2018 Previous inspection date 22 April 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 reflects on the quality of the service she provides and values the contributions that parents make to this process. For example, she worked closely with them to review the food that she provides to children and sought parents' ideas to explore new places to visit in the local community. n The childminder knows children well. She monitors their progress carefully and uses assessment information effectively to help children to make good progress. Children gain a range of useful skills that prepare them well for their future learning and eventual moves on to school. n The childminder provides children with good opportunities to make choices and lead their own play. Children decide which songs they will sing and access resources of their choice independently. n Children gain good social skills and build friendships. Older children invite younger children to play with them. They play together harmoniously and learn to share and

p.1

It is not yet outstanding because:

n The childminder does not identify every opportunity to offer even greater challenge to children during some activities to extend their learning further. n At times, the childminder does not recognise when to adapt her teaching in response to the interests of the younger children.

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 recognise how to fully build on children's good skills and understanding to provide them with an even greater level of challenge n identify how activities can be adapted to further meet the individual learning needs of younger children.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector spoke with the childminder and children at appropriate times during the inspection and carried out a joint evaluation of the teaching and learning with the childminder. n The inspector had a tour of the areas of the childminder's home used by children. n The inspector looked at relevant documentation, such as policies and children's records. n The inspector took account of parents' views.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows how to seek advice and understands the correct procedures to follow if she has concerns regarding children's welfare. She takes time to help new children settle and works closely with parents to find out about their child's starting points. She liaises effectively with other settings children also attend to provided continuity in their learning. She also works closely with medical professionals to meet children's healthcare needs well. The childminder seeks to improve her professional skills. For example, recent training helped her to extend further her understanding of supporting the learning for two-year-old children.

p.3

Quality of teaching, learning and assessment is good

The childminder helps children to progress well with their communication and language. Children enjoy using puppets to enhance their understanding of their favourite rhymes. They listen attentively and join in confidently with actions. They practise stringing words together to make short sentences and repeat their favourite parts of a rhyme. The childminder provides a good range of opportunities to support children's mathematical understanding. Children show an awareness of numbers and counting, including simple subtraction. They sort objects according to their shapes. The childminder is skilled in helping children to develop their literacy skills. Children learn about characters in stories and enjoy exploring interactive books. They show interest in their written names and enjoy making marks with sensory materials, such as foam.

p.3

Personal development, behaviour and welfare are good

The childminder is a positive role model. She is friendly and caring, and children form close bonds with her. They are happy in her care and enjoy spending time with her. Children receive praise for their achievements and gain good levels of emotional well- being. The childminder gives children clear guidance about what is appropriate behaviour and, as a result, they behave well. She helps children to gain a good understanding about healthy lifestyles and staying safe. Children learn about road safety, the importance of good hygiene routines and about making healthy food choices.

p.3

Outcomes for children are good

Children are motivated to play, explore and to make new discoveries. They are keen to deepen their understanding and ask questions. They develop a good understanding of the world, including animals and the different foods they like to eat. Children talk happily about their families. They explore their differences, such as the different names they call their grandparents. Children learn about the different uses of technology and enjoy controlling devices by using their voices. For example, they give clear instructions, such as requesting their favourite song.

p.3

Setting details

Unique reference number EY434457 Local authority Birmingham Inspection number 10070030 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 6 Total number of places 6 Number of children on roll 5 Date of previous inspection 22 April 2015

p.4

Registers

The childminder registered in 2011and lives in Birmingham. She operates all year round, from 7am to 5pm Monday to Friday. The childminder provides funded early education to three-year-old children.

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