Childminder in Birmingham

Inspection report for early years provision

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Unique reference number EY313390 Inspection date 27/10/2009 Inspector Bernadina Laverty

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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 2005. She lives with her husband and three children aged 16, 11 and four-years-old, in the Kings Heath area of Birmingham. Access to the property is via small step at the front entrance. The whole of the ground floor is used for childminding with access to an upstairs bathroom and one bedroom for sleeping children only. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. A maximum of five children under eight years may attend the provision at any one time. There are currently 10 children on roll on a full-time and part-time basis, seven of whom are within the early years age group. The childminder is a member of the National Childminding Association (NCMA) and the Children Come First childminding network.

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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 are active, motivated learners and make good progress within the Early Years Foundation Stage (EYFS). Children’s uniqueness is respected and valued by this dedicated, professional childminder. Documentation to support children’s welfare and progress is being reviewed and refined to ensure effectiveness and ongoing improvement. Effective partnerships with parents, carers and others ensure all children are included and their individual needs are met.

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further?

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

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further?

 develop further planning, observation and induction systems by including information relevant to all children's interests and starting points to ensure that activities can be adapted or extended for older or more capable children  develop further fire evacuation details to include any problems encountered and how they were resolved.

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the early years provision

Safeguarding is given high priority by the childminder because she attends training to ensure she has a good understanding of the signs and symptoms of abuse and neglect and keeps up-to-date with the latest guidance. Vetting procedures include provision for adults to undergo Criminal Records Bureau checks and the childminder adheres to policies and procedures that are clear about child protection allegations. The childminder has detailed guidelines in place in order to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 report and record concerns and ensures parents and carers are fully aware of her legal duties and responsibility to escalate concerns promptly in order to keep children safe. The childminder is vigilant about safety issues and conducts risk assessments and safety checks to cover all aspects of her service. Although, further development of the fire evacuation details to include any problems

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the early years provision

encountered and how they were resolved would assist when reviewing the risk assessment and overall safety procedures. The childminder has given good consideration to effective contingency arrangements to ensure children’s safety in the event of an emergency.

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the early years provision

Settling-in procedures are flexible and each child is given sufficient time and space in order for them to feel relaxed whilst at the setting. The childminder has given good consideration as to how she will organise a flexible, daily routine that includes opportunities for children to attend other settings in order to enhance their social skills and play with their peers. Parents and carers are kept well informed and receive detailed information about the childminding service. The childminder ensures her documentation covers all required aspects including children’s hours of attendance and contractual agreements. Well established partnerships with the local school ensure children’s progress is supported. This helps to ease children’s eventual transition into full-time education.

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the early years provision

Children’s individuality is respected and nurtured by the childminder. Children with English as an additional language are well supported in making good progress because the childminder is proactive and plans effectively prior to children starting. Having key words in place to understand children’s basic needs and resources including dual language books, helps children feel welcome and at home when they arrive. The childminder is committed to providing a good quality service and evaluates her practice accordingly by addressing recommendations set at her previous inspection and ascertaining the views of children, parents and carers accordingly in order to improve her service. The childminder is motivated in improving her practice by accessing ongoing training to keep abreast of new developments.

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and outcomes for children

Children make good progress within the EYFS because the childminder has worked hard to develop her systems and routine to ensure children participate in a good variety of stimulating and entertaining activities. Children are content, experience variety in their play and the childminder clearly enjoys their company. The childminder uses language and questioning effectively, taking her lead from the children to ensure their full involvement and motivation to play and learn. Planning and assessment systems link effectively to the EYFS and are evaluated to ensure the next steps in children’s learning are considered. Memory books include photographic evidence and examples of children's work that give a good overview of children’s progress. Whilst some information relevant to children’s starting points is gathered at introductory meetings, specific information is not always gathered prior to children starting. For example, information about children’s play

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and outcomes for children

preferences or particular interests that would assist the childminder when planning This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 activities to ensure all children are sufficiently challenged.

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and outcomes for children

The childminder is patient, calm and skilled at helping to put children at their ease. Praise and encouragement is used very effectively by the childminder and consequently, children behave very well. Younger children are confidently developing their language skills because the childminder listens attentively, encouraging children to share their thoughts and specific words are becoming apparent, such as ‘yoghurt’. Electronic toys and a computer keyboard hold fascination for younger children as they press buttons and listen for sounds. Children confidently talk about numbers, recognise circles and the properties of shapes saying, 'If you stretch a square it becomes a rectangle'. Children have good opportunities to be creative as they print and design leaf patterns and make mirrors out of paper plates. Children display good, trusting relationships with the childminder and are encouraged to talk about their feelings and understand words,

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and outcomes for children

such as ‘cross’ or ‘cheerful’. Children use their home made mirrors to make different faces and then laugh as they see their own reflections. Children’s imaginative skills are apparent as they use plastic bricks to construct things, such as monsters or a ship and talk about it sailing to America. Overall, children are developing good foundation skills in literacy, numeracy and information and communication technology to support their future learning.

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and outcomes for children

Children are developing an excellent understanding of differences within society by using family celebrations, such as weddings to develop their understanding about diversity in a meaningful way. For example, children bring photographs of weddings and talk about the differences in costumes and places of worship including a mosque, temple or church, helping children to understand and identify differences and why it is important to respect individual cultures. The childminder uses the local toy library very effectively demonstrating a commitment to sustainable resources and ensuring her equipment reflects positive images. Parents and carers are kept well informed about children’s progress. Comments on questionnaires indicate they are very happy about the level of communication and the overall quality of the service as their children are so happy and well settled. The childminder treasures a delightful collection of thank-you cards and children’s

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and outcomes for children

drawings and pictures that she has received as tokens of appreciation.

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and outcomes for children

Children’s health and well-being is prioritised by the childminder and she is proactive in ensuring her first aid training is up-to-date. All required documentation and procedures are in place including accident and medication recording systems. Public health information on notifiable diseases and Swine flu is available to parents to ensure they are kept informed of the latest guidance. Children are learning to take responsibility for their own safety through effective discussions about hazards, such as mirrors being made of glass and the risk this poses, helping children to think about the consequences of actions. Children have excellent opportunities to understand the importance of healthy lifestyles as they understand the relevance and of appropriate hygiene routines including hand washing to get rid of germs. Children are provided with plenty of drinks and healthy snacks including blueberries and bananas. They also visit a local allotment to understand

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and outcomes for children

where food comes from and how to grow vegetables including peppers and carrots that are then used to make toppings on home-made pizzas. Children have daily opportunities for fresh air and exercise as they use the garden or visit local parks This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to practise their gross motor skills, including running and climbing. Children enjoy nature and the outdoors by looking for insects and collecting conkers and leaves. 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 1 The extent to which children make a positive contribution 1 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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