Childminder in Birmingham

Inspection report for early years provision

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Unique reference number EY356892 Inspection date 08/02/2011 Inspector Adelaide Griffith

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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 2007. She lives with her husband and two children, one aged 13 years and the other who is an adult. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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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. There are currently four children attending who are within the Early Years Foundation Stage, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She 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 in the Early Years Foundation Stage are making consistent progress in their learning and development. On the whole, the childminder has an accurate understanding of the early years framework which supports children's learning. The childminder has used the self-evaluation process effectively to make changes that result in positive outcomes for children. She understands the importance of maintaining continuous improvement and has identified areas for further development. The childminder works extremely well with parents and other early years providers to promote children's care and learning effectively. All children make good progress from their starting points.

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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 use information gained from observations to plan the next step in children's learning more effectively.

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the early years provision

The childminder is well informed about safeguarding procedures and takes effective steps to ensure that children are fully protected. All adults living on the premises are vetted and a wide range of policies are available. The childminder is vigilant about safety issues and consistently conducts risk assessments for the home and for outings. This means that potential hazards are identified and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 addressed to minimise risks to children. All records required for the smooth running of the setting and to meet the needs of children are available.

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the early years provision

The childminder is committed to improving the setting for the benefit of children. She consistently reviews the methods used for observing children's development to ensure that these are effective. The childminder is proactive and has attended many training courses. As a result, she provides a wider range of activities and tries new approaches to children's learning. The childminder demonstrates a strong capacity to maintain continuous improvements. She has competently addressed all the recommendations from the last inspection. The childminder is committed to maintaining improvements and identifies other areas for further development. For example, she envisages that the remodelling of the outside space will result in sustainable improvements that benefit children's physical development positively.

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the early years provision

The partnership with parents is underpinned by open communication. Parents are provided with information about the service and all receive copies of policies. The childminder obtains information about children's routines and what they can do when they first start. This means that there is a shared understanding of children's development. The childminder shares information about children's experience on a daily basis and discusses the progress they are making. Parents appreciate the childminding service and they provide many examples that express a high level of satisfaction. The childminder liaises with schools on behalf of parents to ensure that communication is maintained. She also shares information with other early years providers that the children attend to ensure that there is a shared perception of their needs.

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the early years provision

The childminder is motivated to provide an inclusive environment in which all children feel valued. She ensures that children have access to a wide selection of resources including those that reflect positive images of other cultures and disability. They learn about differences because the childminder talks about the impact of disability. The childminder addresses children's individual needs as agreed with parents to ensure that they are competently supported.

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and outcomes for children

Children are totally at ease in the setting and they confidently interact with the childminders and their peers. They are encouraged to choose from the available resources and they do so consistently. Children initiate play activities and often invite the childminder to join in. The childminder enjoys the activities as much as the children and she operates at their level during imaginative role play. For example, they take turns at filling the role of doctor and patient and the childminder gives guidance when children are unsure of the questions the doctor might ask.

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and outcomes for children

Children's language skills are well developed because the childminder consistently talks to them. She listens attentively and responds promptly to their request, for example, to colour the picture of a butterfly. Consequently, children feel secure This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and are sufficiently self-reliant to continue with play independently. Children listen to stories and their active involvement is reflected in their predictions of what might happen next. They count to ten unaided, demonstrate well-developed, problem-solving skills and good muscle control by fishing with a magnetic rod. Children demonstrate familiarity with the wider world. For instance, they pretend to shop for goods and explain that money must be saved to do so. Their awareness of the community is reinforced through outings to a variety of venues.

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and outcomes for children

The childminder has a good understanding of child development and ensures that a wide variety of activities is provided across all areas of learning. She observes children's play to note their preferences and if they are at the expected stage of development. However, the next steps following on from observations are not consistently identified to pull together possible lines of development for the children. Nor is the Early Years Foundation Stage guidance used consistently to plan the next step in learning. Consequently, the childminder does not always help children to achieve at the highest level. Nevertheless, the childminder includes challenges for children during their play, for example, by asking questions that promote critical thinking.

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and outcomes for children

Children learn about health and hygiene through routine activities. They explain that hands must be washed before eating to remove germs. They are served with balanced meals and snacks of fresh fruit daily. They also enjoy occasional treats such as biscuits which they help to make during a cooking activity. Children are provided with drinks and they benefit from outside play and physical exercise sessions for children at a local gym.

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and outcomes for children

Children demonstrate well developed social skills. For instance, they talk politely to the childminder and their peers. They express a caring attitude through kind acts, for example, by holding the door for the childminder. Their self-help skills are significantly promoted as they put on and remove outer garments independently or with minimal assistance. Children's self-esteem is raised immensely because the childminder has many photographs displayed on her wall and she consistently rewards effort and good behaviour with praise. Children play well with their peers and they learn to negotiate access to resources. They learn to have regard for their own safety and that of others because the childminder consistently provides reasons for actions. For example, she explains that they should tidy away resources to avoid tripping up. The wealth of activities provides children with a variety of opportunities to develop skills for the future as they progress towards

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and outcomes for children

the early learning goals. 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 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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