Childminder in Birmingham

Inspection date 27 November 2018 Previous inspection date 6 February 2018

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This inspection: Good 2

Previous inspection: Requires improvement 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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This provision is good

n The childminder reflects on her practice well, recognising her strengths and areas to develop. She has successfully raised the quality of practice to good levels since the last inspection. n The childminder completes regular observations and assessments of children's learning. She uses these to plan effectively for children's next steps in learning. Children make good progress. n Children have plenty of opportunities to develop independence. The childminder routinely encourages them to take responsibility for their own needs. For example, children are keen to choose their own activities, tidy away their resources when finished and to help prepare their own meals. n The childminder has good links with other professionals, including staff at other settings children attend. She liaises with outside agencies and medical professionals to help improve outcomes for children. n The childminder takes children on a wide range of outings in the community. For

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This provision is good

example, they visit local parks, playgroups and soft-play centres. These experiences help children to understand their local community, develop good social skills and understand the world around them. n The childminder's programme for professional development does not focus sharply on broadening her range of skills and knowledge, to help her to achieve teaching of the highest quality. n The childminder does not always organise the time between activities successfully to consistently motivate and engage children in play and learning.

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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 focus professional development on strengthening the quality of teaching and building an expert knowledge of how children learn n review the organisation of periods when children move from one activity to another, to improve the continual flow of learning experiences for children.

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What the setting needs to do to improve further

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

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Effectiveness of leadership and management is good

The childminder regularly evaluates her provision and practice, together with her co- childminder. They gain the views of parents through feedback and questionnaires. As a result, the childminder makes positive changes to the provision to improve learning outcomes for children. The childminder provides effective supervision and support for her assistant. Safeguarding is effective. The childminder refreshes essential elements of her training, helping her to keep up to date with current aspects of child protection. She has a secure knowledge of the child protection procedures to follow to help protect children from the risk of harm. The childminder keeps parents well informed about their children's time with her. Parents comment that they are very happy with the care their children receive. The childminder monitors children's progress and takes action when additional support is required.

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Quality of teaching, learning and assessment is good

The childminder is well qualified and understands how young children learn. She adapts her practice to meet children's differing needs and abilities. For example, older children are provided with scissors to cut tissue paper and younger children tear paper using their hands. The childminder actively joins in children's play to enhance their learning. She provides children with opportunities to solve problems. For instance, children explore shape and space as they fit tracks together and play with trains. The childminder promotes mathematical development well. For example, children enjoy sorting and matching shapes and fixing puzzle pieces together.

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Personal development, behaviour and welfare are good

The childminder is a good role model. She is caring and attentive and children form strong bonds with her. The childminder works closely with parents from the start to share information about children's care routines and individual needs. This helps to support children's emotional well-being. The childminder helps children to learn how to lead healthy lifestyles. For instance, she provides nutritious meals and they have opportunities for regular outside play. The childminder reminds children to share and take turns as they use toys and resources. Children learn to be considerate and respectful. Children behave well and are supported by clear expectations and boundaries.

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Outcomes for children are good

Children play happily and form strong friendships with their peers. They confidently make choices and decisions about their play. Early mathematical skills are emerging. Children are beginning to match, sort and count. Children develop good physical skills. For example, they enjoy using brushes and glue spreaders to make pictures. All children achieve good outcomes and develop the skills they need for future learning.

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Setting details

Unique reference number 550021 Local authority Birmingham Inspection number 10080361 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 - 10 Total number of places 12 Number of children on roll 10 Date of previous inspection 6 February 2018

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Registers

The childminder registered in 2001 and lives in Birmingham. She works with her husband, who is her co-childminder, and she occasionally works with an assistant. The childminder holds a childcare qualification at level 3. She operates all year round from 7.15am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers funded early education for two-, three- and four-year-old children.

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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

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 .

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Registers

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Registers

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Registers

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

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