Childminder in Birmingham

Inspection report for early years provision

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Unique reference number EY376339 Inspection date 16/06/2010 Inspector Kashma Patel

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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 0300 123 1231, 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: 0300 123 1231 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 2008. She lives with one child aged 13 years and an adult son in the Small Heath area of Birmingham close to local schools, parks and shops. The whole of the ground floor of the childminder's home is used for childminding. There is a fully enclosed garden 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 at any one time, of whom no more than three may be in the early years age range. She is currently minding five children in the early years age range, who attend full and part-time. The childminder also cares for children up to eight-years- old. This provision is registered by Ofsted on the compulsory part of the Childcare Register.

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Description of the childminding

The childminder attends local groups on a regular basis. She is a member of the National Childminding Association and Children Come First Childminding Network. The childminder has a degree in early years. She is an accredited childminder part of the network who receives nursery funding for two and three-year-olds.

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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 as they are cared for in a setting which promotes inclusive practice. All children are welcomed and supported by the childminder who appreciates their individuality and uniqueness. Well-written policies and procedures are in place to promote children's safety and welfare. Good communication is in place with parents and systems to liaise with other settings are developing. A system for self-evaluation is in place, which clearly identifies areas for further improvement. The childminder maintains continuous improvement through ongoing training.

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further?

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

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further?

 maintain a regular two-way flow of information with other agencies to promote a shared understanding of children’s individual needs, for example, where children attend other settings  improve children's access to water.

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the early years provision

Children are safeguarded as the childminder demonstrates a secure understanding of her responsibilities with regards to protecting the children in her care. She is fully aware of the possible signs of abuse and neglect and has kept her knowledge This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 up-to-date through regular training. A detailed risk assessment is carried out daily on all areas of the home and on outings to ensure children are secure and well protected both in the home and in the in the community.

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the early years provision

Systems for monitoring and evaluation are in place to promote continuous improvement. The childminder uses the Ofsted document to evaluate the strengths of her setting and is able to identify some of her priorities for future development. She shows commitment to improving outcomes for children as she regularly undertakes further training to develop her knowledge and skills. The childminder has an early years qualification at Level 3 and 5 which helps her to provide a rich and stimulating learning environment. As a result, children enjoy their time in the home and make good progress in their learning and development.

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the early years provision

Toys and resources are stored at children's level in boxes which are clearly labelled. This enables children to freely access them in order to initiate their own play and learning. Children learn about the wider world through regular discussions and have access to a good range of resources and books which depict race, culture and disability. All of the required documentation, policies and procedures are in place to promote children's well-being.

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the early years provision

Positive partnerships are in place with parents which involves daily feedback on children's care and progress. However, partnerships with other settings which children attend are not fully established to ensure consistency in children's care and education. All the required documentation, policies, procedures are in place and regularly reviewed to improve outcomes for children.

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and outcomes for children

Children are well settled in a warm, welcoming and child-friendly environment. The childminder ensures she plans an interesting range of activities which are of children's choices and interests. This enables them to make good progress in their learning and development. The childminder monitors their progress by carrying out regular observations and identifies what children need to do next. She records examples of activities to be carried out which will support and challenge individual children to reach the next stage in their learning. Assessments are in place which clearly shows children's progression and evidence to support their achievements.

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and outcomes for children

Children develop good skills in communication as they interact with the childminder and their peers. They learn to consider others as they are encouraged take turns with toys and equipment. Negative behaviour is dealt with appropriately with strategies such as timeout and discussion which helps children to take responsibility for their actions. Opportunities to make marks include chalking in the garden and writing shopping lists using various writing tools such as pencils and crayons. They enjoy making patterns on paper using the henna cone. Children develop their physical skills as they access a well-equipped garden where they use the climbing equipment and wheeled toys. They enjoy digging and planting activities where they grow and care for vegetables such as carrots and tomatoes. Messy play such as sand, water and paint helps children to express themselves and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

promotes their creativity. Skills for the future develop through daily routines where children recognise and identify several letters, colours and numbers. For example, children count wheels on a car and indentify the colours of different cars. They enjoy threading activities and use magnetic letters to help them identify letters of the alphabet. Children learn about technology as they access a wide range of electronic equipment such as torches, telephones and the computer. They enjoy experimenting with toys which light up in the dark.

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and outcomes for children

Children develop their understanding of safety through regular discussions about road and fire safety. This is further enhanced through colouring activities where children identify safe places to cross roads in the community. In the car they have appropriate seatbelts and consent which ensures their safety is promoted whilst been transported.

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and outcomes for children

Children learn how to promote their good health. For example, there are appropriate hygiene routines such as hand washing after and before food and after playing in the garden. The childminder provides healthy and nutritious meals and snacks which meet children's individual cultural requirements, for example, Halal meat. They enjoy snacks of fresh and dried fruit such as apples and raisins which promotes healthy eating. Children are provided with regular drinks of juice and water but are unable to access them freely which hinders their independence. 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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