North Birmingham College

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Inspection report for early years provision

p.1

Unique reference number 130460 Inspection date 21/07/2009 Inspector Kelly Eyre

p.1

Type of setting Childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.1

Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

p.2

Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

p.2

Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.2

Description of the childminding

The childminder was registered in 1999. She lives with her husband and two children aged 10 and 13, in Watford, Hertfordshire. The whole of the ground floor of the childminder’s house is used for childminding and there is a fully enclosed garden for outdoor play. The property is accessed by a low step and facilities are located on the first floor. The family has one cat.

p.3

Description of the childminding

The childminder provides care on each weekday during term-time and school holidays. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register.

p.3

Description of the childminding

Children on the compulsory and voluntary parts of the Childcare Register share the same facilities as those on the Early Years Register. The childminder is registered to provide six places for children under eight and there are currently seven children on roll, four of whom, are in the early years age range.

p.3

Description of the childminding

The childminder holds the National Nursery Nurse Examination Board qualification.

p.3

Overall effectiveness of the early years provision

Overall, the quality of the provision is good. Children are included and benefit from the activities and opportunities provided because the childminder offers them appropriate support and encouragement. A key strength of the setting is the childminder's confident approach in enabling children to develop their own play, thereby promoting their confidence and enabling them to take an active role in their learning. The childminder's effective procedures for self-evaluation support her in implementing appropriate plans for the future and thus developing a service which is responsive to children's needs.

p.3

further?

To further improve the early years provision the registered person should:

p.3

further?

 develop the assessment and planning procedures to include an initial assessment of children and show how their next steps are fed into the overall planning  develop the use of the self-evaluation process as the basis of ongoing review of practice.

p.3

provision

The childminder reviews her practice to identify possible areas for improvement. She also attends additional training and uses information from this to support her ongoing self-evaluation. Recent improvements to the childminder's practice, include, the introduction of written observations and assessments of children, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 which mean that she has a clear picture of their current developmental needs and is able to provide appropriate activities and play opportunities. The childminder has clear plans for the continuing development of her practice. However, the self- evaluation process is not fully utilised to inform the overall review of daily practice and to evaluate the impact of any changes made.

p.3

provision

The implementation of practical safety policies and regular review of the risk assessments help to ensure that children are cared for in a safe environment. They are gaining a good understanding of safety issues through ongoing explanations from the childminder. For example, they understand the relevance of safety measures when using outdoor play equipment, such as, the slide, swings and trampoline. Children's welfare is promoted because the childminder has attended additional training and has a good understanding of issues relating to safeguarding children.

p.4

provision

The childminder maintains good relationships with parents and carers, ensuring that they are able to exchange appropriate information and enabling her to provide consistent care and support. Parents are well-informed of their child's progress and activities through daily discussions, the sharing of children's assessment records and the use of informative notice boards and displays. The childminder also works appropriately with others providing care for the children, further supporting their consistent care and the promotion of their development. For example, she makes sure that she is aware of children's activities at pre-school and provides play opportunities and activities to complement these.

p.4

The quality and standards of the early years provision

Children make good progress in all areas of learning because they are offered a wide variety of activities. The childminder's good knowledge of child development and her clear procedures for monitoring children's progress mean that she is aware of children's individual interests and current developmental stages. She uses this information to inform activity planning and thus ensure that children are offered activities that capture their interest and promote their development. However, this is not promoted to the optimum because planning and assessment procedures do not include an initial assessment and do not consistently identify how individual children's learning priorities are fed into the overall planning.

p.4

The quality and standards of the early years provision

The childminder's confident, flexible approach to daily planning means that children have many opportunities to choose their own activities and resources and are always offered appropriate support and encouragement in these, enabling them to become confident and enquiring learners. For example, children choose to play outside and the childminder allows them time to explore the toys before offering them further resources. The children laugh and giggle as they chase bubbles, discussing how high they float and noting the different colours they can see reflected in each one.

p.4

The quality and standards of the early years provision

Children make good progress because the childminder knows them well and offers activities that meet their current developmental needs. For example, when new children start at the setting, the childminder provides activities that encourage This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 interaction and sharing. Children's development is further promoted because the childminder utilises incidental learning opportunities. For example, whilst discussing the colours of their playdough, the childminder reminds children about a colour- mixing activity and they enjoy recalling the different colour combinations.

p.4

The quality and standards of the early years provision

The careful planning of structured activities means that these are well-resourced and children are encouraged to explore and experiment. For example, when making bread, children take turns to weigh the ingredients, talk about what the yeast does and discuss how the mixture changes as they knead it and then leave it to rise. Good use is made of outdoor areas in order to offer children further opportunities. They gain a greater awareness of the natural environment as they plant and tend sunflower seeds in the garden and use a range of local parks where they access a wide variety of play equipment and participate in activities such as fishing and paddling.

p.5

The quality and standards of the early years provision

Children are gaining a good understanding of the relevance of hygiene practices. For example, during cooking activities they talk with the childminder about why they need to wash their hands before touching the ingredients. A wide range of easily accessible books and regular attendance at story time at the local library promote children's appreciation of books and reading. Their understanding of simple mathematical concepts is promoted as they are encouraged to solve simple problems. For example, when playing with water they measure and compare the volumes of the different containers. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.6

Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

p.6

of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 2 The capacity of the provision to maintain continuous improvement.

p.6

Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 2

p.6

Years Foundation Stage promoted?

How well are children helped to stay safe? 2 How well are children helped to be healthy? 2 How well are children helped to enjoy and achieve? 2 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

p.6

Years Foundation Stage promoted?

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.7