Childminder in Birmingham

Inspection report for early years provision

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Unique reference number 228381 Inspection date 29/10/2009 Inspector Jasvinder Kaur

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Type of setting Childminder 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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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.

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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).

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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.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 1987. She lives with her husband and two adult sons in Winson Green, West Midlands. The whole ground floor and first floor bathroom of the premises are used for childminding. There is a fully enclosed garden for outside play. The family has four cats.

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Description of the childminding

There are five children currently on roll. The childminder is registered to care for a maximum of six children at any one time, no more than three of which may be in the early years age range. She is currently minding three children in this age group. The childminder also offers care to children aged over five to 11 years. This provision is registered with Ofsted on the Early Years Register and the compulsory part and voluntary part of the Childcare Register.

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Description of the childminding

The childminder has recently gained an appropriate early years qualification to NVQ Level 3. She collects children from the local schools and takes children to a children's centre on a regular basis.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children’s individuality is recognised and fostered by the childminder, who has a close partnership with parents. Well maintained records help the childminder to identify the needs of children and treat them individually. The setting is well organised to enable all children to participate in activities. This means that children make good progress given their different ages and abilities. Systems to evaluate practice are effective in improving standards in most areas to establish a quality provision for all children.

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further?

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

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further?

 improve further the observation and assessment of children’s play to identify their achievements in order to plan activities towards next steps in learning  ensure documentation in relation to all children’s records is consistently maintained.

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the early years provision

The childminder protects children from harm or neglect, as she has a clear understanding of the Local Safeguarding Children Board procedures and signs and symptoms of abuse. Comprehensive policies and procedures are shared with parents to ensure they understand the duty of adults to safeguard children. All adults within the provision have undergone appropriate vetting procedures. This This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 further promotes children’s safety. Daily risk assessments and actions taken to manage or eliminate hazards are effective. All equipment, furniture and toys are suitable and safe. Children are encouraged to adopt safe and responsible habits through regular input from the childminder, for instance on road safety, the risks of talking to strangers and other possible dangers in their everyday life. Children are protected from the spread of infection, because there is a good procedure in

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the early years provision

place to exclude any with infectious illnesses.

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the early years provision

The childminder has implemented a robust system to monitor and evaluate her practice, hence ensuring that improvements are made which promote most aspects of children’s welfare and learning. For example, she has updated all policies and procedures in line with the Early Years Foundation Stage (EYFS) and is making constant improvements in her professional skills to provide good outcomes for children. Ongoing training to promote improvements is the key strength of the setting. The childminder has recently attained a Level 3 qualification in childcare and regularly attends relevant courses, including first aid, safeguarding children and sign language for babies. Further training targets have been adopted to advance the outcomes for children. Although since the last inspection the childminder has taken effective steps to maintain improvements in line with EYFS, documentation in relation to children’s records is not consistently maintained.

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the early years provision

The childminder provides a friendly environment where children feel secure and demonstrate a sense of trust. Good organisation of quality resources provides free choice to encourage children's independence, including encouragement for toddlers to explore. Premises are welcoming to both parents and children, with a wealth of displays of learning aids and information for parents about the service. This contributes to children’s well-being. The childminder works well with parents and carers of the children, valuing their contribution and involvement as partners in their children’s learning and care. Parents are encouraged to share what they know about their child at admission. Through a number of means, they are kept well informed about the service the childminder provides. For example, they receive copies of written policies, can discuss their child’s day informally and benefit from discussing their profiles regularly. There are suitable arrangements to

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the early years provision

work in partnership with other professionals such as pre-school staff to promote the integration of children’s care and education.

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the early years provision

Children develop their knowledge and understanding of the wider world through an appropriate range of activities, such as celebrating festivals, learning about the differences in ceremony, for example weddings, and resources that promote diversity and anti-discriminatory practice. The childminder has attended relevant courses and can demonstrate that she is capable of taking care of children with special educational needs and/or disabilities, and obtaining appropriate support to ensure that they can make progress in a suitable environment.

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and outcomes for children

Children are provided with good opportunities to make progress in their learning and development. They benefit from the well-organised, safe environment. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder plans a good balance of adult-led and child-initiated activities. She has set up a system to maintain children's individual profiles, although her observations and assessments of their play are not optimum in identifying their achievements to help her plan activities towards next steps in learning. Nevertheless, the childminder puts the emphasis on free play, so that children are able to use the resources imaginatively and follow their natural curiosity as learners.

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and outcomes for children

Children enter the premises happily and are familiar with the routine. They take off their shoes, hang up their coats and show interest in the available resources, which the childminder sets out before they arrive. Children are keen to learn and show pride in their achievements. They learn social skills and enjoy being with adults and peers at the childminder’s house and at the children’s centre, which they attend regularly. Younger children show affection towards others and are able to gain attention in a variety of ways. All children are well behaved, as the childminder uses a positive and consistent approach to managing behaviour which takes into account children’s levels of understanding and maturity.

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and outcomes for children

Children extend their vocabulary by sharing their thoughts and the experiences they have at home and at their pre-school settings. Routine activities such as singing nursery rhymes, reading stories, making marks and writing for different purposes enhance children’s communication skills. Young children show interest in books and take pleasure in creating personal words as they begin to develop language and their ability to convey their needs. Children develop understanding of numbers and shapes through daily routines and play, including matching and sorting shapes and colours, singing number rhymes and counting everyday objects like toys and cars. They expand their simple calculation skills and learn about differences in size and pattern during role play and through categorising toys according to size and colour. Children are encouraged to solve number problems during play and cooking activities.

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and outcomes for children

They are supported in developing the knowledge, skills and understanding that help them to make sense of the world. They travel by public transport to visit museums, parks, supermarkets and shops. They learn about different weather, such as if it is ‘hot’, ‘cold’, ‘wet’ or ‘windy’, and what is suitable to wear and why. Young children are happy and content in exploring their own environment. They acquire basic skills in operating a good range of programmable toys to develop their understanding of how technology can help them in their everyday lives. Children explore and develop their creative skills through regular opportunities of using colours, paints and play dough. They use moulds and create a variety of shapes to make flowers. A range of musical instruments, textures and sensory experiences, including hand and foot printing, water and sand play, supports children’s skills. Children use their imaginations while taking part in role play such

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and outcomes for children

as pretending to make breakfast and iron clothes. A range of musical instruments and listening to a variety of music supports children’s talents. They move their whole bodies to the sounds of their favourite music.

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and outcomes for children

Children explore their surroundings and are provided with challenge and support to encourage them to develop their physical skills. As the childminder doesn’t drive, they walk on a daily basis, including to pre-school settings, shops and parks. The resources in the pre-school setting and back garden provide sufficient challenge for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 a varied age group of children. Children adopt good personal hygiene routines, including washing hands after messy play and using the toilet. They are well aware of hand washing routines as they even remind the childminder to wash her hands before they offer her ‘breakfast’ which they have prepared in their play kitchen. Physical well-being is further promoted through the healthy and nutritious ‘home- cooked’ meals the childminder provides, adapting menus to suit children’s individual dietary requirements and preferences. Appropriate routines for younger

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and outcomes for children

children in respect of feeding, sleeping and playing are well adapted to promote their good health and welfare. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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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

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

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

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Annex B: the Childcare Register

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

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Annex B: the Childcare Register

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

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