Childminder in Birmingham

Inspection date 7 August 2019 Previous inspection date 15 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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This provision is good

n The childminder observes and assesses children's progress and she plans for their future learning with a good knowledge of what they already know and can do. Children make good progress. n The childminder evaluates her practice. She and her assistant are strongly committed to keeping their early years knowledge and skills up to date. They regularly attend training and conduct online research. n The childminder and her assistant are fully aware of the signs of abuse and neglect and their responsibilities to protect children from harm. n A good settling-in procedure is agreed with parents. This helps children to feel emotionally secure at the onset of care. Children are happy and settled in the care of the childminder and her assistant. n The childminder supports children's speaking skills effectively. She works with parents to seek any additional help children may need from other professionals. Children who

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This provision is good

speak English as an additional language are supported in using their home languages while making good progress in learning to speak in English. n Children make good progress in their physical development. They move their bodies in different ways while playing games outdoors, and they practise their good handling skills while playing with a variety of toys and tools. n The childminder and the parents regularly share information to ensure consistency for children regarding their different abilities and care needs. Parents are very happy with the service that the childminder provides. They say that they appreciate all that the childminder does for their children and comment on how happy their children are to attend. They are very happy with the progress their children are making in their learning and development. n The childminder does not consistently make sure that teaching strategies promote mathematical learning in accordance with the different stages of development of the

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This provision is good

children taking part in activities. This specifically relates to expectations regarding counting and matching numerals to quantities.

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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 adapt teaching strategies more consistently to promote children's mathematical learning in accordance with the stage of development of all children taking part in activities.

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What the setting needs to do to improve further

n The inspector observed activities while children played in the indoor and outdoor play areas. She observed activities and discussed teaching methods with the childminder. n The inspector looked at evidence of the childminder's and the assistant's qualification and training and checked evidence of the suitability of adults living and working on the premises. n The inspector spoke to the childminder, assistant and children at appropriate times through the inspection. n The inspector looked at a selection of children's assessment records and planning, policies and procedures. n The inspector took account of parents' views about the provision.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant keep their safeguarding knowledge current, and the childminder updates the safeguarding policy provided for parents with any necessary changes. The childminder and her assistant know the local referral procedures to follow if they are concerned about a child. They are aware of the duty to prevent children from being drawn into situations that may put them at risk of significant harm. The premises are safe and secure. The childminder reviews her provision to identify any areas for improvement. Supervision and guidance for the assistant ensure that they work well together to meet children's care and learning needs. The childminder recently attended training that has helped her to extend her knowledge of providing support for children whose first language is not English.

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Quality of teaching, learning and assessment is good

The childminder challenges children effectively to reach the next stage in their development. She encourages parents to share what they know about their child, particularly when the child first starts to attend. Older children use good handling skills to join large numbered tiles to create a hopscotch mat. Their balance and coordination are very good as they play a hopscotch game, alternating their jumps with feet together and then feet apart. The childminder encourages children's interest in books, and they choose their favourite ones for her to read. While reading, the childminder points to the words on the page, supporting children's learning that print carries meaning. Books are used successfully to support sensory exploration for very young children. Children's creativity is developing well. They confidently explore a variety of different media and materials.

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Personal development, behaviour and welfare are good

The childminder creates a welcoming environment. She and her assistant praise children's efforts and achievements, helping to boost self-confidence. They support children in showing consideration for others and managing some conflicts for themselves. The childminder provides healthy food and ensures that children are physically active. Young children choose to play on a large slide. The childminder supervises while the children confidently and skilfully climb the steps and sit down at the top of the slide without needing her help. Children develop an understanding of how to keep themselves safe. For example, they know that too many toys on the playroom floor creates a tripping hazard.

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Outcomes for children are good

Children develop good skills that help them to be ready for the move on to pre-school and school. They are prepared well emotionally and socially for moving on. For example, they interact with other children and adults at groups. They confidently make decisions about their play, and they learn to manage their self-care needs independently. Young children begin to use their emerging language skills while engaging in role play. Children make marks in different ways. They learn about the natural world and begin to understand cultures and traditions outside of their own experience.

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Setting details

Unique reference number 250510 Local authority Solihull Inspection number 10071226 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 15 January 2015

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Registers

The childminder registered in 1998. She lives in Birmingham. The childminder operates all year round, Monday to Friday, from 6am to 6pm, except for bank holidays and family holidays. The childminder works with an assistant. They both hold early years qualifications 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

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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