Childminder EY253189

Inspection date 27 August 2019 Previous inspection date 26 May 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 meets children's physical and emotional needs well. Children show through their interactions that they feel secure in the childminder's care. They quickly become familiar with their surroundings and build positive relationships. n The childminder provides children with opportunities to participate in activities in their local community. For example, she takes children to the local library. This builds on children's interest in reading and books, which helps to prepare them for their future learning. n Partnerships with parents are good. The childminder promotes a continuous two-way flow of information with parents to help support their children's learning at home. She provides parents with regular information about the activities children take part in and their achievements during their time with her. Parents say that the childminder is kind, nurturing, approachable and trustworthy.

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This provision is good

n The quality of teaching is good. The childminder provides children with a stimulating learning environment with an exciting range of high-quality, age-appropriate resources and activities. Children enjoy exploring and leading their own learning through play. They make good progress in their learning. n Children have regular opportunities for fresh air and exercise. For example, children enjoy a range of outings to the local shops, parks and farm and nature walks. This allows them to develop an awareness of the local community and to socialise with other children. n The childminder does not consistently recognise opportunities during activities to further extend children's learning about numbers, counting and calculations. n The childminder's self-evaluation is not as comprehensive as possible, and she does not involve parents and children in the process.

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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 extend children's interest and understanding about numbers, counting and calculations, in order to help raise their achievement in mathematics to an even higher level n strengthen the self-evaluation process and involve parents and children as part of the ongoing drive for continuous improvement.

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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 and development. n The inspector took account of parents' written comments. 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 children's records, the policies and procedures and evidence of the suitability of the childminder and other adults living in the household.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has a range of policies and procedures that underpin her good practice. She understands her responsibility to keep children safe in her care. The childminder knows the local referral procedures to follow if she is concerned about a child. She keeps her skills and knowledge up to date and relevant. The childminder engages in a range of training opportunities and researches new information to update herself on new legislation and regulations. She meets with other childminders and, through discussion, further extends her skills and knowledge. The childminder carries out regular risk assessments to identify and minimise any hazards, both at home and during outings.

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Quality of teaching, learning and assessment is good

The childminder observes children and completes accurate assessments of their development. She plans activities to support children to make the next steps in their learning and to meet their individual interests. She closely monitors the progress made by all children. This helps her to identify any gaps in children's learning and development. Children engage well during planned and purposeful play. They enjoy playing with the play dough and use tools effectively to manipulate the dough and to cut out shapes. Children readily recognise colours. Young children learn how to use scissors correctly to make snips in the play dough. They learn new words and repeat what the childminder says, which promotes their confidence when communicating and increases their vocabulary. The childminder knows how to support children's language development effectively.

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Personal development, behaviour and welfare are good

The childminder offers a warm, welcoming and homely environment. She gathers comprehensive information from parents when children first start. The childminder provides settling-in sessions to get to know the children and to meet their individual needs before they start. Children develop friendships with each other and form genuine bonds with the childminder. The childminder follows children's own routines and serves food according to parents' wishes. She praises children for their efforts and achievements, which helps to enhance their self-esteem and build their confidence. Children behave well and understand the boundaries that the childminder sets. They regularly mix with other children at local stay-and-play sessions, which helps to support their social development.

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Outcomes for children are good

Children are well prepared for their further learning, including the move on to school. They are independent, well motivated and eager to learn. Children enjoy handling books, listening to familiar stories and practising their early writing skills. They develop good literacy, communication and language skills. Babies like to play with sensory bottles. All children enjoy singing and experimenting with musical instruments. They learn to share and take turns during their play.

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Setting details

Unique reference number EY253189 Local authority Birmingham Inspection number 10069994 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 - 4 Total number of places 6 Number of children on roll 3 Date of previous inspection 26 May 2015

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Registers

The childminder registered in January 2003 and lives in the Stirchley area of Birmingham. She operates her provision all year round from 8am to 5.30pm, Monday to Wednesday, except for bank holidays and family holidays. She has a recognised early years 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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