Childminder in Birmingham

Inspection date 25 July 2019 Previous inspection date 3 May 2016

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Effectiveness of leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

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Personal development, behaviour and welfare Requires improvement Outcomes for children Good 2

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This is a provision that requires improvement

n The childminder has a sound knowledge of risk assessment but does not follow the setting procedures relating to this consistently. This specifically refers to the use of the garden. n Self-evaluation is not sufficiently robust. The childminder does not recognise all weaknesses in practice and, therefore, does not take action to address these. n The childminder does not focus her professional development sharply enough on developing her already good teaching skills to a higher level. n The childminder does not fully consider the needs of the babies during some outdoor activities to identify how to challenge them even further.

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It has the following strengths

n The childminder and her assistants are kind and nurturing. Children form close relationships with them and enjoy spending time in their care. n The childminder and her assistants help children to gain confidence and self-esteem. Children enjoy the praise they receive for their achievements, for example when babies use new words. n The childminder successfully monitors the progress that children make and identifies what they need to do next. Children make good progress in their learning. n The childminder recognises the importance of working in partnerships with other settings that children attend. She also works successfully with parents to exchange two-way information about children's achievements. Parents comment positively about the progress their children make.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date follow the setting risk assessment procedures routinely, specifically in the garden to continually check that the environment is suitable and equipment is used appropriately. 25/08/2019

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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 strengthen self-evaluation to help recognise all weaknesses and take prompt action to address these n focus professional development more precisely to help develop teaching even further in the setting n review the organisation of outdoor activities to help include the best possible learning opportunities for babies.

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What the setting needs to do to improve further

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, her assistants and children at appropriate times during the inspection. She also carried out a joint evaluation of teaching and children's learning with the childminder. n The inspector had a tour of the childminder's home. n The inspector looked at relevant documentation, such as policies and children's records. n The inspector took account of parents' views.

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Effectiveness of leadership and management requires improvement

The childminder does not robustly follow her own procedures with regard to risk assessment for the garden to check that the environment is continually suitable and equipment, such as physical resources, is always used correctly. However, the childminder and her assistants supervise children well and promptly react to resolve any issues that occur. Therefore, the childminder keeps children safe and the impact on them is minimal. Safeguarding is effective. The childminder and her assistants have a secure knowledge of the procedures to follow if they have any concerns about a child's welfare. The childminder completes some training. She monitors the quality of her assistants' interactions with children effectively and offers them useful guidance and coaching. However, the childminder does not focus her professional development as sharply as possible on extending teaching even further to help maximise learning outcomes for all

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Effectiveness of leadership and management requires improvement

children. Overall, the childminder does not monitor all areas of her practice closely enough to ensure that all weaknesses are identified and addressed.

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Quality of teaching, learning and assessment is good

The childminder and her assistants support children's communication and language development skilfully. Babies use gestures to clearly communicate their needs and wishes. Older children engage in interesting conversations and talk about what they are doing as they play. They use language confidently to describe the textures of different materials and sort them according to their properties. Children talk about the differences between their families, for instance exploring the various pets they have at home. The childminder provides engaging learning experiences that help babies to explore a range of sensory materials. They concentrate as they investigate bags of shredded paper, flour and cereals and enjoy handling cooked spaghetti.

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Personal development, behaviour and welfare require improvement

Due to weaknesses within leadership and management, children's physical well-being is not consistently promoted at a high level. Nevertheless, children learn about the benefits of living healthily. For example, children enjoy healthy snacks and learn about the effects of consuming too much sugar. The childminder and her assistants help children learn to manage their emotions and feelings. Children learn to take turns and to share resources. Older children play together happily and enjoy friendly competition.

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Outcomes for children are good

Children are well prepared for school. For example, they enjoy practising their physical skills, such as using scissors and rollers to shape dough. They concentrate as they carefully pick up objects using tweezers. Babies develop their early mathematical understanding and focus as they solve problems and work out the correct hole for shapes to fit through. Older children use their counting skills as they read dice and move their counter the corresponding number of moves during board games they play with their friends. They make calculations to track their scores in enjoyable target games, such as skittles. Children develop their understanding of the world and observe changes over time. This includes learning about life cycles of plants and animals, for example how a chick starts off life as an egg and, once it is fully developed, hatches out.

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Setting details

Unique reference number EY474904 Local authority Birmingham Inspection number 10075737 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 0 - 9 Total number of places 12 Number of children on roll 9 Date of previous inspection 3 May 2016

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Registers

The childminder registered in 2014. She works with two assistants. The provision operates all year round from 7am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder receives funding to provide free early education for 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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