Childminder in Birmingham

Inspection date 21 January 2019 Previous inspection date 9 March 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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This provision is good

n The childminder and her assistant are caring and affectionate and know the children well. They are attentive to their care needs and routines, and children demonstrate that they feel safe and secure in their company. Children's emotional well-being is well supported. n The childminder knows what children can do and she observes their play to identify their emerging needs. She uses this information to plan a wide range of interesting experiences that children learn from. Children make good progress from their starting points in readiness for school. n The childminder encourages children to take measured risks that are relative to their stage of development. For example, she talks to children about being careful as they use different equipment and negotiate space during play. n The childminder maintains good relationships with parents. She shares daily information with them about their child's care, well-being and achievements.

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This provision is good

n The childminder regularly meets with other childminders to share information, enabling her to keep up to date with changes in legislation and guidance. This helps to improve outcomes for children. n Supervision meetings to manage the assistant's performance are not sharply focused on raising her quality of teaching to an even higher level. n The childminder's assistant does not consistently provide children with the time and opportunity to explore their ideas. At times, the assistant is too quick to move the children on to other activities. n The childminder does not consistently use self-evaluation to identify and drive improvement to raise the quality of teaching and the provision to the highest 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

n enhance the supervision arrangements for the assistant to support her to raise the quality of teaching to the highest level n provide children with the time and opportunity they need to become fully involved in their learning and explore their ideas n strengthen self-evaluation arrangements to focus more sharply on raising the quality of teaching and the overall provision to the highest possible level.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the premises. She observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector checked evidence of the suitability of all adults working and living on the premises. She looked at a range of documentation and discussed the childminder's self- evaluation. n The inspector spoke to the childminder, her assistant and the children at appropriate times during the inspection. n The inspector took account of parents' written comments and views. n The inspector observed and evaluated learning activities with the childminder.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder and her assistant have a secure understanding of their role and responsibility to safeguard children. They have both attended a variety of safeguarding training and know the procedures to follow if they have a concern about a child's welfare. The childminder has a good overview of her assistant's practice. She monitors children's progress and shares this information with parents to help address any gaps in children's development. The childminder seeks the views of parents and children and responds positively to any suggestions they make. Children comment that they like coming to the childminder's home because it is 'fun'.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn and develop. She gets to know the children well and follows their interests and suggestions for activities. Children experience a good range of learning opportunities in the setting. They have opportunities to make marks using different media, such as chalk and colouring pencils. The childminder and her assistant manage children's learning well. For instance, the assistant provides exciting opportunities for children to learn as they play with a variety of sensory items. She encourages children to hold an ice cube in their hand and watch it melt. The assistant talks to children and asks them questions about what is happening. This helps to extend children's speaking and listening skills. Children's mathematical skills are supported well. For example, the childminder asks children to stack sugar cubes and make a tall tower. She encourages them to count and compare different shapes and

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Quality of teaching, learning and assessment is good

sizes. Children follow instructions well and show that they understand.

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Personal development, behaviour and welfare are good

The childminder and her assistant provide a welcoming and homely environment. Good settling-in procedures help to ensure that they meet the needs of individual children. Children build strong bonds with the childminder and her assistant as they settle into their new surroundings. The childminder and her assistant are good role models. They speak to children in a kind and caring manner. Children's behaviour is good. They share, take turns and play well together. Children's high self-esteem and confidence are nurtured well through lots of praise and encouragement. Children have plenty of opportunities to develop their physical skills. For example, they enjoy playing in the childminder's garden and take part in yoga exercises. Children have regular opportunities to develop their social skills and learn to interact successfully in different situations. They regularly go on local outings and mix with other children and adults. Children develop

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Personal development, behaviour and welfare are good

positive attitudes and respect for others from various backgrounds.

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Outcomes for children are good

Children are confident communicators and demonstrate positive attitudes to their learning. They gain the key skills needed in readiness for school. Children are emotionally very secure. They develop secure friendships with their peers and are respectful to adults. Children share their views competently and make independent choices in their play. Their physical skills are developing well. For example, they are able to zip up their coats and put wellington boots on by themselves.

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Setting details

Unique reference number EY446778 Local authority Birmingham Inspection number 10070035 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 3 - 4 Total number of places 6 Number of children on roll 6 Date of previous inspection 9 March 2015

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Registers

The childminder registered in 2012 and lives in Birmingham. She operates all year round, from 8am to 6pm from Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant.

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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

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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Registers

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

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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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