Childminder in Solihull

Inspection report for early years provision

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Unique reference number 257557 Inspection date 29/06/2010 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 assesses 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 1995. She lives with her father, husband, adult son and three children aged eight, 11 and 15 years old in the Castle Bromwich area of Solihull. Most of the ground floor 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 on the Early Years Register to care for a maximum of four children under eight years at any one time. Of these, no more than three may be in the early years age range. She is currently minding one child who attends part-time. The childminder also offers care for children aged five to 11 years old. This provision is registered by Ofsted on the compulsory part of the Childcare Register and the voluntary part of the Childcare Register.

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Description of the childminding

The childminder transports and walks to and from local schools to take and collect children. She regularly attends and runs a local pre-school group in the area. The childminder is a member of the National Childminding Association. She has a Level 2 qualification in early years.

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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 access a good range of toys and activities. Policies and procedures are generally well implemented to promote most aspects of children's safety and welfare. Effective partnerships with parents are in place, which ensure children's individual needs are well met. The childminder has experience of working in early years settings and shows commitment to developing her practice through attending further training. Systems for monitoring and evaluation are in place, which clearly identify areas for improvement.

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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 observations and assessments to identify learning priorities and plan relevant and motivating learning experiences for each child develop further knowledge of safeguarding procedures which are in line with the Local Safeguarding Children’s Board guidance  provide parents details for contacting Ofsted.

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the early years provision

Some positive steps are taken to ensure children's safety is promoted. For example, all adults living on the premises are appropriately vetted and proof of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their clearance is available for inspection. The childminder has a satisfactory understanding of safeguarding issues and whom to contact should she have concerns about a child's welfare. She is aware of some of the possible signs and indicators of child abuse.

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the early years provision

A risk assessment is in place which covers all areas of the home and outings in the local community. Safety equipment such as smoke alarms and safety covers in sockets are in place to ensure children are safe from hazards. All of the required documentation, policies and procedures are in place, however, parents are not fully informed of how to contact the regulator should they have any concerns about the care they receive.

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the early years provision

Resources are well deployed in the playroom to enable all children to make choices over their play and learning. For example, toy boxes are labelled with pictures and stored at different levels for children to access easily. Equipment for younger children is stored at their level and on higher shelves for older children to enable them to access toys easily while restricting younger children.

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the early years provision

Partnerships with parents are good. Daily verbal and written feedback with photo text messages throughout the day ensures parents are kept well informed about their children's care and learning. Parents are encouraged to record general information in their children's daily diary and borrow toys and equipment which promotes home learning.

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the early years provision

A system for self-evaluation is in place which has identified several areas for improvement. In addition to this, the childminder has an early years qualification and has completed several courses which extends her skills. This demonstrates that the childminder has the capacity to maintain continuous improvement in her service which ensures positive outcomes for children. The childminder regularly attends pre-schools and childminder support groups in the local children's centre, which further develops her skills by sharing information and good practice.

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and outcomes for children

Children are happy and have close relationships with the childminder who collects information on their starting points and routines, which helps her to plan a range of learning opportunities. The childminder carries out observations on children but does not always use this information to identify children's next steps for learning. Assessments are also not used effectively to track children's development through different stages. As a result, there are some gaps in the educational programme. Children enjoy a wide range of play opportunities and activities both inside the home and in the community. Regular visits to the children's centre, playgroups and local parks ensure children have opportunities to socialise with their peers.

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and outcomes for children

Children learn about the wider world through discussions and activities. For example, they look at the globe and use the talking pen to learn more about other cultures and religions of a particular country. Skills for the future develop as children learn about technology. They use electronic equipment such as V-tech This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 toys, the toy vacuum cleaner and the self scanning till at the supermarket. They enjoy switching the toy vacuum cleaner on and off and also compare the noise to the real one. Children enjoying writing and drawing with pencils, crayons, brushes and glue sticks. They trace patterns and do shopping lists before they go to the shops. For example younger children draw items while older children attempt to write them, this ensures each child receives sufficient support and challenge in their learning. At the supermarket children learn about numbers as they look at the

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and outcomes for children

prices and recognise numbers. Through the weekly display table children learn about colours and shapes. They find objects around the home to add to the display. Children enjoy messy play which helps them to express themselves. For example, they use brushes and their hands and feet to print with. Children learn about being safe through discussions about road safety where they know they have to look both ways before they cross the road. This is reinforced further through role-play activities where children pretend to be the crossing warden. Physical skills develop as children access a wide range of equipment such as hoops, bean bags and wheeled toys which build their coordination skills. They enjoy obstacle courses in the garden where they travel through hoops with confidence. This promotes their physical development.

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and outcomes for children

Children enjoy a range of nutritious snacks and meals such as brown toast, fruit and vegetable sticks which meets their individual dietary requirements. They learn about healthy eating through food tasting sessions and displays where they talk about different texture and smells of fruit and vegetables. Regular drinks of juice and water are accessible for children to ensure they remain well hydrated. The childminder encourages good hygiene practices such as hand washing before food and after using the toilet. Children learn about acceptable behaviour through discussions and encouragement where they are regularly praised for taking turns and sharing toys. 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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Early Years Foundation Stage

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 3 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 3 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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