Childminder in Birmingham

Inspection report for early years provision

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Unique reference number EY318452 Inspection date 06/12/2010 Inspector Jennifer Turner

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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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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 2002. She lives in the Bartley Green area of Birmingham with her children aged two years and 15 years. The whole of the ground floor of the property is used for childminding purposes and the first floor bathroom. There is a fully enclosed garden available for outdoor play. The childminder has a pet cat, two turtles and goldfishes.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time and is currently caring for one child in the early years age range and five children in the older age group. She is registered by Ofsted on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder collects children from local schools and playgroups 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 satisfactory.

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The overall effectiveness of the early years provision

The childminder provides a welcoming and inclusive environment, where children are respected and valued as individuals. Children are settled and enjoy their time with the childminder where they make satisfactory progress in their learning and development. They are generally safe and secure in an environment where most aspects of their welfare are well promoted. Partnerships with parents are being established through daily feedback which is used to plan activities to suit individual children. The childminder is able to identify some areas for further development which will improve outcomes for children, although systems for recording self- evaluation are not yet established.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 devise a policy in the event a child is lost or a parent fails to collect a child (Documentation) 12/01/2011

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further?

 ensure the risk assessment clearly stating when it was carried out, date of review and any action taken following a review or incident (Documentation). 12/01/2011

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further?

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

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further?

 develop further knowledge and understanding of the Early Years Foundation Stage to support children's progress towards the early learning goals more effectively  develop further observations to consistently make links to the 'Development matters' prompts to plan the next steps in a child's developmental progress This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  develop further evaluation systems to ensure that the quality of children's learning, development and care continues to improve.

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the early years provision

Children's welfare is safeguarded because the childminder has a clear understanding of how to recognise signs of abuse or neglect and knows what to do to protect children. The policy is shared with parents to ensure they are aware of her duty to report concerns. Basic written risk assessments are in place; however, they do not contain sufficient information, such as, when it was conducted or reviewed. This is a breach of a specific legal requirement. Most records, policies and procedures are in place to support her setting. Although the childminder understands what to do if a parent fails to collect a child or a child is lost, she does not have a supporting policy to ensure parents are fully aware of the procedures she would follow, which potentially compromises children's safety.

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the early years provision

The childminder makes adequate use of toys and resources to support children's individual development. They are safe, well maintained and accessible to enable children to make choices over their play and learning. The childminder ensures a two-way flow of information is maintained with parents and other settings where children attend. She regularly shares information about children's daily activities and their progress, to ensure children's needs are met well. The childminder keeps parents informed of their child's progress through the use of daily verbal communication.

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the early years provision

The childminder supports a number of children who have a special educational needs and/or disabilities and is committed to promoting equality and diversity, by ensuring no child is excluded. She talks to children about different cultures and beliefs in the wider world and this promotes their understanding of diversity. The childminder shows some commitment to improvements, by addressing the actions from the previous inspection, although, the process of self-evaluation is in its infancy. She has been proactive in seeking help from the local authority and has identified her training needs to develop her provision.

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and outcomes for children

Children make satisfactory progress towards the early learning goals. The childminder plans a range of interesting activities to keep children occupied and interested. She has a developing understanding of the Early Years Foundation Stage, however, she is not confident in observing and assessing children's learning and development in order to plan for their next steps. This means that she is not fully able to support children to meet their full potential.

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and outcomes for children

Children are able to independently access a good range of toys and resources as they instigate their own play. They enjoy playing with small world figures, such as cars and play people. Children's creativity is well fostered, as they enjoy taking This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 part in dressing up, role play and art and craft activities. They are particularly fond of imaginative play and act out which dinosaur is the strongest. Children's independence and self-esteem is fostered. They are able to express their own ideas for what they want to do and to select activities for themselves. Through daily routines children learn about shape, colour and numbers. They learn to count object as they play.

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and outcomes for children

Children have access to storybooks and enjoy when the childminder reads to them. They have opportunities to write, make marks and they enjoy drawing and painting activities. Children learn about the world around them as they watch the birds and squirrels coming in the garden to feed. They observe their environment on walks and talk about the weather and the changes in the seasons. Children enjoy their visits to the park where they are able to use large play equipment to climb and balance.

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and outcomes for children

Children understand about their own safety as they practise the fire drills. They know that when they are out they must find a safe place to cross the road and that they should not run whilst indoors. This encourages children to take responsibility for their own safety. Children's welfare is promoted as they receive a balanced and healthy diet and learn about foods that keep them healthy. The childminder ensures that they have five fruits and vegetables a day. Children have a good understanding about personal hygiene. They know that they must wash their hands after using the toilet and before eating. Good behaviour is encouraged through praise and simple rules about acceptable and unacceptable behaviour. Children socialise with their peers through regular attendance at local playgroups, where they learn to share and take turns with a large group of children. 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 3 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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