Childminder in Birmingham

Inspection report for early years provision

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Unique reference number EY335594 Inspection date 02/11/2009 Inspector Permjit Tanda

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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 has been registered since 2006. She lives in the Newtown area of Birmingham. The whole of the ground floor of the property and a bedroom and the bathroom on the first floor are used for childminding purposes. There is a garden available for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years of whom no more than three may be in the early years age group, at any one time. She is registered to provide overnight care for two children and on occasions works alongside an assistant. When working with an assistant she is registered to care for a maximum of six children in the early years age group. Currently there are six children on roll in the early years age group. The provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder holds a Level Three National Vocational Qualification in Early Years and Education. She is also an approved Neighbourhood Carer and is a member of the National Childminding Association.

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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 make good progress in their learning and development. Well-developed knowledge of each child's individual needs ensures that the childminder promotes all aspects of their care, welfare and learning with success. A key strength of the setting is the provision made for the children's personal, social and emotional development. Effective partnership with parents, carers and other agencies, significantly contributes to ensuring the needs of all children are very well met and they receive any additional support they need. There is a strong commitment to strive for continual improvement through an effective self-evaluation process.

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further?

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

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further?

 make better use of observation and assessments to further support the children's learning and development in all areas of learning through making sure assessment is consistent with the early learning goals.

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the early years provision

The childminder provides a warm, homely environment where children feel safe. There are effective procedures in place to ensure that the assistant and adults having access to children are suitable to do so. Both the childminder and the assistant demonstrate a high level of commitment to promoting the children's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 safety. Arrangements for safeguarding children are robust, regularly reviewed and understood by the childminder and the assistant. Effective procedures are in place for identifying any child at risk of harm and liaising with the appropriate child agencies to safeguard children. Well-established records, policies and procedures required for the safe and efficient management of the service and to meet the needs of children and to keep parents fully informed are in place and regularly reviewed. Detailed written risk assessments of the environment indoors and

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the early years provision

outdoors means prompt action is taken to manage and eliminate risks.

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the early years provision

The childminder effectively organises her day around the needs of the children and their emotional needs and well-being are given the utmost priority. Therefore, new children quickly settle and feel at ease in the environment. The playroom is organised well with the children's needs in mind which means children easily access resources which support their learning and development. The childminder effectively uses indoor and outdoor space to promote play opportunities and takes positive steps to ensure the resources and the environment are fully sustainable.

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the early years provision

The childminder strives for improvement and to provide high quality care and education. She has recently completed a Level Three National Vocational Qualification in Childcare and Education and has good knowledge of how children learn and develop. She is an experienced and committed childminder who also provides care for families in crisis as an approved Neighbourhood Carer. She has a strong commitment and well-developed plans for future development which continue to improve outcomes for all children. Local networking with other childminders for support and to share best practice, allows her opportunities to question and develop practice and test new ideas.

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the early years provision

Partnerships with parents, carers and other agencies is very well-established and ensures each child care needs are met well. Detailed information is shared at induction with parents and carers or through written care plans to help provide continuity of care and learning. Parents and carers are kept well informed about the children's achievements, well-being and development. The childminder regularly asks parents and carers for their views and readily adjusts her approach depending on the parents' needs. They receive detailed information about the provision through a written portfolio and the setting policies and procedures and are kept up-to-date through daily discussion and a well used notice board. Through closely working with parents and carers the childminder has good knowledge of each child's background and needs and makes the most of diversity through overcoming barriers to children's involvement and achievement. There are

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the early years provision

effective systems in place to support children with English as an additional language.

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and outcomes for children

Children are welcomed into an environment where they can freely explore and become independent and active learners. The childminder has a good understanding and knowledge of the six areas of learning and how to support children to help them make good progress towards the early learning goals. Mostly This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 she offers a broad range of meaningful experiences to support and extend children's learning. The childminder makes regular observations of what the children can do and enjoy, which helps her plan for their next steps in learning. However, assessments are not systematic with the early learning goals and therefore their next steps not always clearly identified.

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and outcomes for children

Children enjoy a special relationship with the childminder and her assistant and this close relationship leads to the growth of their self-assurance, sense of belonging and emotional health and well-being. New children are given the time and space to become familiar with their surroundings and form secure attachments which allows them to explore from a secure base. Regular 'grooming sessions' where the childminder and children comb one another's hair and care for their skin and nails, helps form caring attachments and promotes an understanding and respect for others and difference. Children are confident and know what is expected because of the clear agreed codes of behaviour, for example, children respond well to gentle reminders of how to behave and care for the environment. Children increase their independence and self-help skills as they seek to do things for themselves and easily move from one activity to another showing good levels

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and outcomes for children

of involvement in their play. Children enjoy communicating with the childminder they are provided with time and relaxed opportunities to develop spoken language through sustained conversations. Their language skills are further developed through their enjoyment of music, stories and singing sessions. The environment is rich in print and therefore children learn that print carries meaning, for example, many familiar words, labels and posters are on display and in the role play area children identify empty packets and tins of food. All children regardless of their age are encouraged and enjoy using chalk at the easel and thoroughly enjoy making marks, drawing and colouring on the large sheets of paper taped to the floor.

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and outcomes for children

Children's knowledge and understanding of the world is supported well. Children regularly take walks and are encouraged to observe changes in their natural environment and collect items of interest. They become curious about the environment and have shown an interest in creatures as they have been digging for worms and searching for insects. Children benefit from first-hand experiences such as visiting the nature reserve, airport and local shops, which helps them develop a sense of place. Children benefit from being part of the local community which has a rich and diverse ethnic community where they are encouraged to understand the society they live in. The childminder's open approach helps promote the children's understanding of differences well. All toys and resources are available to all children, which include resources that promote positive images of race, gender and disability.

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and outcomes for children

Children are developing an understanding of problem solving, reasoning and numeracy though accessing a broad range of resources such as puzzles, shape sorters, games and construction toys. They use a variety of programmable toys, calculators and information technology to help support their learning of colour, shape, number and sorting. Children compare size and weight as they play in the sand and water and are encouraged to recognise shape during daily routine. Children increase their creativity and extend their curiosity through using their senses to explore. They independently access a varied range of role play resources and small world toys to help develop their imagination. They use a variety of arts This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and crafts activities to extend their creativity and share their thoughts and ideas.

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and outcomes for children

There are high expectations of behaviour and children develop good habits due to the praise and encouragement they receive from the childminder. Children show a good understanding of the importance of following good personal hygiene routines and benefit from healthy and nutritious meal, snacks and drinks. Children engage in a wide range of physical activities, both indoors and out and show a positive attitude towards physical activity. They successfully develop skills that contribute to the future economic well-being through making good progress in their communication, language and literacy skills and through playing independently and becoming active, curious and inquisitive learners. 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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