Childminder in Birmingham

Inspection report for early years provision

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Unique reference number EY414562 Inspection date 21/02/2011 Inspector Rachel Wyatt

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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 2010. She lives in Bartley Green, Birmingham with her husband and two daughters. The childminder works with her daughter who is also a registered childminder. Most of the ground floor of the premises is used for childminding and a first floor bathroom. There is a step up to each entrance to the premises and stairs to the first floor. There is an enclosed outdoor play area.

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Description of the childminding

The childminder is registered on the Early Years Register. When working alone 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. When working with another childminder she may care for no more than eight children in total. The childminder is currently minding four children in the early years age group. She also offers care to children aged over five to 16 years. This provision is registered by Ofsted on the compulsory part of the Childcare Register.

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Description of the childminding

The childminder takes children to and collects them from nearby schools, pre- schools and nurseries. Children are taken on local outings and walks and attend other toddler activities. The childminder 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 thrive and progress well as the childminder creates a welcoming and rewarding environment. She works well with her co-minder and has developed sound procedures and positive partnerships with parents. As a result, children are fully safeguarded, they are kept safe and their health is promoted. The childminder shows a commitment and capacity to sustain improvement. Since registration she and her colleague have consistently monitored their effectiveness and taken prompt action to implement improvements, including providing babies and children with an exciting range of new toys and equipment.

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further?

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

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further?

 develop further the systems for assessing children's progress and for involving parents in reviewing their child's learning and development, including agreeing the next steps for their learning  improve children's safety by carrying out regular evacuation drills and keep a record of any problems encountered and how these were resolved. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are fully safeguarded. The childminder has clear safeguarding policies and procedures, including local guidance, which are discussed and shared with parents. She is due to attend relevant safeguarding training shortly and knows what action to take if she has concerns about a child or if an allegation is made against herself, her colleague or a member of her household. Children's welfare is further supported as the childminder ensures parents know that her and members of the household's suitability has been checked, and that that she has attended required childminder training. She obtains all required agreements and information about children and their families before each child starts, so she and her colleague know who may have legal contact with a child and who has parental responsibility for them.

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the early years provision

The leadership and management of the childminding are good. The childminder is well-organised and works effectively with her co-minder to ensure sessions and routines are rewarding and run smoothly. She creates a welcoming, comfortable environment for children and families, and children relish the choice of stimulating toys and games. Since registration the childminder has demonstrated her commitment to developing her childminding, including extending the range of resources. She and her colleague have added new toys to enhance all areas of babies' and children's development and to extend the range of equipment available for their care. The childminder and her colleague consistently monitor and evaluate aspects of their childminding. She promptly addresses areas for development, such as, improving the format of risk assessments to provide a more thorough record of how potential hazards are managed.

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the early years provision

Children feel valued and included. The childminder ensures their needs and views are central to her provision so that, for instance, planning of activities focuses on children's choices and interests. Children were involved in choosing the new toys and equipment. Positive partnerships with parents and carers ensure that the childminder fully understands each child's care and learning needs. Parents are also well informed about how the childminder is registered and how she operates. They have opportunities to visit her and her colleague before their child starts, and are given copies of their policies and procedures. On a daily basis parents have feedback about their child's activities and routines. They are not yet fully involved in reviewing their child's progress, but the childminder and her colleague plan to develop some pictorial learning journeys to share with parents. The childminder also has appropriate procedures for liaising with other providers, in order to ensure

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the early years provision

continuity of care and learning for children who attend more than one setting.

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and outcomes for children

The childminder is kind and encouraging. She creates a welcoming and inviting environment for children's care and learning. They can help themselves to many books, toys and games. Children soon settle to activities as the childminder joins This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and chats easily to them, so they remain interested and often concentrate and persevere well. The childminder's assessments of children's progress are based on her informal observations and discussions with parents and her colleague. For example, when a child starts, parents are encouraged to share information about their child's backgrounds, interests and key skills. This helps the childminder and her colleague to identify each child's starting points. From her ongoing informal observations the childminder identifies children's individual learning priorities and she and her colleague plan varied, rewarding activities which increasingly reflect

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and outcomes for children

these next steps and children's interests. She is not currently looking after any children with special educational needs and/or disabilities or children who speak English as an additional language, but she understands her role to work with parents and other agencies to provide appropriate support and resources. During activities and routines, the childminder shows she is confident to adapt her approaches and resources to cater for children's differing abilities and ages. For instance, during a matching and memory card game she ensures each child is able to take part, encouraging their concentration, observations and comparisons, and she adapts the game to ensure everyone has some success.

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and outcomes for children

Children develop good skills for the future. They are eager to learn and confidently make choices about what they are going to play with during child-initiated activities. They play well with other children and are purposeful when playing independently. Children also become increasingly independent in seeing to their personal care and hygiene routines. They look after their possessions and help with tasks, such as, tidying up. Children behave well as the childminder sensitively ensures they know what is happening next and what is expected of them during routines and activities. Children are sociable, make good friends and show they can share and take turns, for example, when using a camera to record what they see in the garden or what they have made. Through looking at books, playing with toys, such as, dolls, and taking part in activities linked to festivals, children also develop a respect and awareness of the lives and needs of others.

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and outcomes for children

Children become articulate speakers as the childminder interact well with them, encouraging their recall, developing their conversations and promoting their attentive listening. Children enjoy looking at a good selection of books and listening to well told stories. They recognise letter sounds and some write their names. Children become adept at counting and problem solving, comparing numbers, colours, shapes and sizes. The childminder naturally promotes children's thinking and reasoning as they count and compare items during play and routines, and she ensures they have regular planned opportunities to focus on puzzles and games. Children are creative and interested in discovering how different materials feel, work or react. For example, they compare the shape, size and effectiveness of items used for making towers during construction play, and they love choosing and using a range of colourful textures for their delightful collages.

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and outcomes for children

Children are well looked after by the childminder. She fully understands and effectively meets their individual care, health, dietary and cultural needs. The childminder maintains a current paediatric first aid qualification and has clear procedures for promoting children's health and safety. If a child has an accident, becomes unwell or needs medication, she ensures they have prompt appropriate treatment in line with their parents' wishes. Clear records are kept and parents are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 fully informed about matters relating to their child's health and welfare. Children develop a sound awareness of the importance of leading a healthy lifestyle. They adopt good hygiene practices, knowing that they must wash their hands properly 'because they are dirty'. The childminder prepares nourishing snacks and home cooked meals which children thoroughly enjoy and they help themselves to regular

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and outcomes for children

drinks of water. Babies' feeding and weaning routines are carefully followed. Children regularly go on walks and play outside. They confidently use a selection of sturdy wheeled toys and physical play equipment. It is clear children feel emotionally safe and have affectionate relationships with the childminder, her colleague and family. Children feel confident to express their feelings and needs. They are also kept physically safe and secure. The childminder's home is comfortable, clean and well maintained. Effective, regularly reviewed, risk assessments are used to monitor safety on and off the premises and the childminder and her colleague complete daily checks. Prompt action is taken to remove any hazards. Children also learn how to behave in ways that are safe for themselves and others, for instance, as they use apparatus, or when they are on outings and walks. The childminder has a clear emergency plan but has not yet

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and outcomes for children

practised and recorded an evacuation drill. 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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