Childminder in Birmingham

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Good Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children are happy and content in the childminder's home. The childminder offers warm, caring relationships and helps new children to settle quickly. She gains information from parents about children's routines and comforters, uses children's family pictures to help them to see familiar faces if they become upset. The childminder's cuddles, reassurance and praise help babies and children to feel secure. She assesses children's levels of development and provides them with a generally broad curriculum that helps them to gain some of the skills for their future learning. For example, children enjoy playing with a range of small-world toys and they talk about numbers and colours as they play. Babies enjoys exploring paint and older children are beginning to give meaning to the marks they make. However, at times, activities are not suited to each child's individual needs and the childminder does not adapt her teaching in order to provide the highest levels of

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The provision requires improvement

challenge. This means that older children do not become highly absorbed in purposeful learning. In addition, at times, the childminder does not consider how she can build further on ways to encourage children to develop their own thoughts and ideas. That said, she takes children on regular trips and visits to help them to learn about the world around them. For example, they visit the library and farms, and go on trips on trains and busses. Children happily recall their trips out and confidently talk about the coloured trams and numbered buses. Children's behaviour is generally good and the childminder is a positive role model.

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need to do better?

n The childminder implements policies and procedures and offers children a safe and secure environment. She completes mandatory training to keep up to date with guidance and legislation. The childminder works with other childminders and shares and gains ideas to develop her practice further. However, she is not focusing her professional development on identifying weaknesses to help raise the quality of her teaching practice and improve her knowledge and skills to raise outcome for all children. The childminder's understanding of helping children to gain the skills needed in preparation for school is not good enough. n The childminder provides toys and equipment that generally interest children. She interacts with them and joins in with their play to extend some learning. However, she does not plan challenging activities that are suited to each child's age and stage of development to build on what children know and can do. This

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need to do better?

means that children are not supported to make the best progress across all areas of their learning. n The childminder talks to children and offers a language-rich environment. She says words clearly to help babies develop communication skills. The childminder engages in conversations with older children and asks a range of questions to encourage them to think and respond. She promotes numbers and counting

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need to do better?

8 November 2019 throughout activities and older children are confident to count and are beginning to recognise numbers that are familiar to them. However, at times, the childminder focuses too much on encouraging children to count and answer questions. When children show a keen interest in making faces with pasta, she does not recognise this. She does not consider what children are interested in or what else it is they may need to learn. This means children lose interest. They are not provided with enough opportunities to freely explore media and materials and develop their own ideas for learning. n The childminder supports children's personal, physical and emotional well-being well. Older children are beginning to manage their self-care skills, such as going to the toilet and washing their hands. Babies' intimate care needs are well considered. The childminder works with parents to ensure babies are supported

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need to do better?

to develop good eating habits as they are weaned off milk. Children develop their physical skills as the childminder takes them out daily. She encourages children to take appropriate risks and helps them to gain an understanding of keeping themselves safe. The childminder encourages children to respect and value others. She supports them to learn about other cultures, traditions and celebrations. n The childminder works closely with parents to help children to settle and to feel secure in her home. She gains lots of information to help her gain a good overview of children's starting points. The childminder shares information with parents to support learning at home. Parents' feedback is very positive and they are extremely happy with the care and learning their children receive. n The childminder supports children's good behaviour. She encourages them to be polite and use their manners, and children respond positively to her. However,

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need to do better?

the childminder does not have high enough expectations for children's learning, and weaknesses in her teaching mean children are left to play with toys that are not stimulating enough. This results in a lack of engagement from them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has completed safeguarding and first-aid training. She implements policies and procedures and completes daily risk assessments to check on all aspects of her provision. This helps her to ensure that her home and resources are safe and suitable. The childminder has a suitable understanding of her responsibilities to protect children from harm. She is alert to the different types of abuse and knows the procedures to follow should she have a concern about a child.

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Due date

use observations and assessments to plan a varied and challenging curriculum that is precisely matched to each child's age and stage of development, to help them become more engaged and make better progress in their learning 10/01/2020

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Due date

focus professional development on improving teaching practice and develop a stronger understanding of the characteristics of effective learning to provide experiences that build on children's ideas for learning, enabling them to explore, investigate, find their own ways of doing things and test out their ideas. 10/01/2020

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should:

n gain a deeper understanding of helping older children to gain the skills needed in preparation for school.

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Setting details

Unique reference number 227548 Local authority Birmingham Inspection number 10072618 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 to 11 Total number of places 6 Number of children on roll 13 Date of previous inspection 12 April 2016

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Information about this early years setting

The childminder registered in 1996 and lives in Quinton, Birmingham. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector was accompanied by a shadow inspector. n The inspector completed a tour of the premises and the childminder explained how her provision is organised to support children's care and learning. n The inspector observed children's play and interactions with the childminder. She observed the quality of teaching and assessed the impact on children's learning. n The inspector completed a joint observation and asked the childminder to evaluate her practice. n The inspector spoke to the childminder and children at appropriate times during the inspection. She reviewed a range of documentation, including the suitability checks and training certificates. n The inspector spoke to parents and reviewed their written feedback and took account of their views.

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Inspection activities

8 November 2019 We carried out this inspection 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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Inspection activities

8 November 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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