Crow Wendy Fay

Inspection date 24 January 2019 Previous inspection date 17 June 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 Children are very happy and well settled in the childminder's home. The childminder provides a warm and welcoming environment and has formed strong bonds with all children. n The childminder provides regular opportunities for children to socialise with others. For example, they attend weekly childminder groups and go on outings to parks and the library. n Children behave very well. The childminder praises and encourages children, which helps promote their self-esteem. She manages children's behaviour very well and is a good role model. n The childminder monitors and assesses children's progress effectively. She plans accurately for children's further learning and quickly identifies any potential gaps in their development. n The childminder has effective partnerships with parents. She keeps them well informed about their children's learning. She shares with parents assessments and photographs taken of their children during activities to promote continuity in their learning.

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This provision is good

n The childminder sometimes does too much for children. For instance, during activities, she sometimes carries out tasks for children that they can do themselves. n On occasions, the childminder misses opportunities to extend children's understanding of positional language, shape and size in order to further develop their mathematical skills.

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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 support children consistently to carry out more tasks for themselves to help them to gain new skills and increase their independence n extend opportunities for children to develop their understanding of position, shape and size in order to challenge their mathematical learning further.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching and the impact this has on children's learning. n The inspector looked at a sample of documentation, including safeguarding policies and procedures, children's records and evidence of the suitability of household members. n The inspector talked to children and had discussions with the childminder. n The inspector spoke to a parent and took into account the views of parents through their written opinions. n The inspector conducted a joint observation of children's activities with the childminder.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder attends safeguarding training to update her knowledge. She has a full understanding of how to respond if she has concerns about the well-being of a child in her care. The childminder uses risk assessments effectively to keep children safe. She asks the opinions of parents to help her evaluate the quality of the service she provides. She uses the information she collates to consider any changes to make improvements. Parents are pleased with the good progress their children make and appreciate the attentive support provided by the childminder. The childminder works well with other early years settings children attend and external professionals in order to provide support for all children.

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Quality of teaching, learning and assessment is good

Children communicate very well. The childminder provides effective support for them to develop their language skills. For example, she asks children a range of questions and provides interesting activities that build on what children know and like to do. Children play games with the childminder, they recognise objects that begin with different letter sounds and recognise initial letter shapes and numbers. Their literacy skills are well promoted. The childminder encourages children to draw letters and numbers. Children enjoy creating imaginary scenarios as they play with the doll's house and describe what they are doing. They enjoy taking part in simple experiments during their play. For example, they discuss what they see when colours mix and blend with each other.

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Personal development, behaviour and welfare are good

The childminder is a good role model who treats children kindly and with respect. Children form strong bonds with the childminder and are polite and well mannered. They confidently explore their environment and make themselves at home. Children learn about the wider world though a range of outings and outdoor play. They meet other children and adults during their outings and make friendships. They learn how to keep themselves safe outdoors through explanations from the childminder. Children learn to take turns, for example when playing board games. Children enjoy eating nutritious home-cooked meals.

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Outcomes for children are good

Children make good progress from their starting points. They are confident and eager to learn and try new play ideas. They talk about what is happening during their play. They talk descriptively as they play and demonstrate good communication skills. They learn many of the key skills they need to move on to the next stage in their learning and their eventual move on to school.

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Setting details

Unique reference number 504563 Local authority Birmingham Inspection number 10069988 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 - 3 Total number of places 6 Number of children on roll 2 Date of previous inspection 17 June 2015

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Registers

The childminder registered in 1998 and lives in Northfield, Birmingham. She operates all year round from 9am to 5pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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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