Childminder in Birmingham

Overall effectiveness Good

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

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The provision is good

Children are welcomed into a relaxed and caring environment where they are happy and settled. The childminder is committed to challenging children to learn more. Children have a positive attitude towards learning. For example, when they complete tasks or activities, they exclaim, 'I did it!' This positivity and high self- esteem are reinforced as the childminder gives them plenty of praise of encouragement.

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The provision is good

Children develop good mathematical skills. They count how many bricks they can stack in a tower and are beginning to recognise numbers in the environment. They show good problem-solving skills as they connect construction pieces together and complete puzzles. Early writing skills as emerging as toddlers make marks with chalks and make comments about what they are drawing. Children thoroughly enjoy exploring the resources available. They have great fun filling and emptying in water trays. The childminder joins children as they play imaginatively with sand, cereal and small-world animals to create their own farm.

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The provision is good

Children behave very well. The childminder encourages them to share and take turns with resources. Children play cooperatively and kindly together. For example, if they have two toys they give one to another child and they hand tissues to their friends when they need to wipe their nose. Children are polite and say 'please' and 'thank you' without prompt.

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need to do better?

n The childminder has successfully improved her provision since the last inspection. She reflects on further areas to improve and implements action plans to drive quality higher. The childminder works well with other childminders in the local area. They meet regularly to share ideas and good practice. The childminder refreshes necessary training such as first aid and safeguarding. However, her wider professional development is not sharply focused on raising the quality of teaching and learning to an even higher level. n Children are supported to be independent. For example, the childminder organises toys and resources so that they can freely choose and decide what they want to play with. Children readily tidy away toys when they have finished playing with them. The childminder is highly flexible in her approach and knows children's interests well. This helps her to plan accordingly so that children are

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need to do better?

consistently encouraged to engage in their learning with enjoyment. n The childminder places a high priority on developing children's interest in books and reading. Children sit with the childminder to listen to favourite stories. The childminder reads clearly and points out illustrations that children find interesting. Children then choose to look at books independently. They enjoy

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need to do better?

28 November 2019 looking at the pictures and attempt to copy the pictures to make their own drawings. n Children develop good communication and physical skills. The childminder joins them as they sing favourite songs and rhymes. Children dance and move their bodies enthusiastically to action songs. n Overall, the childminder works successfully with parents to provide appropriate support and care for children. She gathers information on entry, so she knows what children already know and can do. Daily conversations with parents keep them informed about their child's day. The childminder is less successful at sharing children's learning and development information with all parents. This means that not all parents are not fully supported to build on children's learning at home. n The childminder observes and monitors the progress that children make to ensure that any gaps in their development are addressed swiftly. She knows

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need to do better?

children well and understands what she needs to do to help them move on to the next stage in their learning. n Children are beginning to learn about the importance of healthy lifestyles and healthy eating. They enjoy nutritious snacks and meals. Children sit well at the table and understand about good hygiene practices, such as washing their hands before eating. n The childminder takes children on regular outings, such as visits to parks, farms and play centres. Children enjoy opportunities to mix in larger groups and create meaningful friendships with other children. This supports their social skills and helps them to develop a sense of their community.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of her responsibilities to keep children safe. She can recognise possible signs that would suggest children are at risk of harm. The childminder understands the procedures to follow if she has any concerns about children's overall safety and well-being. She closely supervises children and teaches them about safety in the home. In addition, the childminder maintains appropriate records, such as accident and medication forms. This helps to promote children's welfare and keep them safe.

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should:

n enhance the programme of professional development to improve the quality of teaching and children's learning to an even higher level n develop more successful strategies to provide parents with information about what children need to learn next, to help build on children's learning at home.

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Setting details

Unique reference number 228403 Local authority Birmingham Inspection number 10089042 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 2 to 9 Total number of places 6 Number of children on roll 8 Date of previous inspection 4 December 2018

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Information about this early years setting

The childminder registered in 2000 and lives in Great Barr, Birmingham. She operates all year round from 7am until 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3. She offers funded early education to two-, three- and four- year-old children.

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Inspection activities

n The childminder and the inspector viewed and discussed the layout of the play areas and how the childminder implements the curriculum to promote children's learning. n The inspector spoke with the childminder and children during the inspection. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector looked at relevant documentation and evidence of the suitability of the childminder and members of the household.

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Inspection activities

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

28 November 2019 28 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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