Orbell, Tanya

Inspection date 19 November 2018 Previous inspection date 22 January 2015

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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

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The provision is good

n Children make good progress in relation to their starting points. The childminder uses accurate assessments of children's development to monitor and support their learning effectively. n The childminder provides a homely and well-organised environment to meet children's needs. Children form good relationships with the childminder and happily move around the house choosing what to play with from the good range of resources. n The well-qualified childminder uses her skills, knowledge and experience well. Children make good progress because she interacts purposefully with children and responds well to young children's attempts to make conversation. Overall, she supports them effectively to develop their early communication skills. n Children behave well. They listen to the childminder and respond well to her high expectations and the boundaries she sets. They learn to control their feelings and emotions and follow routines well. For example, children help when it is tidy up time.

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The provision is good

n The childminder has developed good relationships with parents. She knows the families well and regularly maintains a daily exchange of information regarding children's care and developmental needs. This helps to ensures continuity in care. n Children enjoy visiting toddler groups every morning, and country parks where they can run in wide open spaces, build dens and go pond dipping. This helps children to develop good social skills and gain an understanding of the wider world.

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It is not yet outstanding because:

n The childminder does not consistently involve all parents in their child's learning or provide them with detailed information about how they can help their child to continue with their learning at home. n The childminder has not developed an ambitious programme to continually improve her professional knowledge aimed at achieving exceptional outcomes for children.

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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

n build on the strategies in place to engage parents in their children's learning and provide more detailed information for all parents, to help them continue their children's learning at home n establish a targeted plan for continual professional development to enhance teaching and learning to the highest level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed activities and the quality of the childminder's interaction with the children. n The inspector completed an evaluation of an activity with the childminder. n The inspector spoke to the childminder and the children at appropriate times throughout the inspection. n The inspector checked evidence of the suitability of the childminder and other adults living on the premises. n The inspector took account of parents written views provided on the day of the inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder keeps up to date with new child protection guidance. She has a clear understanding of how to identify signs that a child may be at risk of harm. The childminder knows the correct procedure to follow to help assure their welfare. The childminder is aware of the duty to prevent children from being drawn into situations that may put them at risk from harm. The childminder identifies and successfully minimises potential risks in her home, garden and when she takes children out. Self-evaluation is effective. It includes parents' views, and accurately identifies the strengths of the provision and aspects she would like to improve, for example, developing the outdoor provision. Parents complete questionnaires, and comment that the childminder makes them and their children feel welcome and that they would recommend the childminder.

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Quality of teaching, learning and assessment is good

The childminder provides good support for children at different stages of development in their communication and language skills. Very young children babble happily while they play and the childminder offers good support as they begin to develop their speaking skills. Children enjoy spending time with the childminder and show good levels of interest in what is provided. They manipulate dough rolling it in their hands to create a ball, then add sticks of dried spaghetti before threading small hooped shaped cereals. The childminder explained that this encourages children to develop their fine manipulation skills and hand-to-eye coordination. Children show a love for books. They sit close to the childminder as she reads their favourite book about a witch and her friends on a broom. Older children point to the characters and recall events in the story. Children enjoy using their imagination as they play with the imaginative kitchen and

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Quality of teaching, learning and assessment is good

pretend to make dinner for the childminder and visitors. The childminder uses an electronic devise to record observations of the children and plan for their next steps.

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Personal development, behaviour and welfare are good

Children play in a welcoming environment. The childminder sets consistent boundaries and children behave well. They are polite and use their manners well. They learn to share toys and take turns as they play together. Children learn about the natural environment. For example, they plant potatoes and tomatoes and watch them grow. Children observe first-hand the life cycle of caterpillars changing into butterflies, to learn about growth and change. The childminder helps children to develop respect for others, such as learning about different cultural celebrations from around the world.

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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 and learn to manage their self-care needs independently. Children develop an understanding of how to keep themselves safe. For example, they learn about what to do in the event of a fire and learn about effective road safety. Children count objects to 10 and learn how to form letters in their name.

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Setting details

Unique reference number EY360056 Local authority Birmingham Inspection number 10070013 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 9 Total number of places 6 Number of children on roll 7 Date of previous inspection 22 January 2015

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Registers

The childminder registered in 2007 and lives in Yardley, Birmingham. She holds an appropriate childcare qualification at level 3. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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.

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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.

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Registers

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Registers

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Registers

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Registers

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