Childminder in Birmingham

Inspection report for early years provision

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Unique reference number EY320256 Inspection date 15/02/2011 Inspector ISP Inspection

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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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 2005 and works with an assistant. She lives with her adult son in the Hansdworth area of Birmingham. The whole of the ground floor of the childminder's house is used for childminding, which includes two rooms, a kitchen and toilet. The location is convenient for schools, parks, playgroups and shops. There is no access to the first floor. There are six steps leading to the entrance and a handrail is in place. The garden is not currently available for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of six children at any one time and is currently minding four children in the early years age range. The childminder is in receipt of funding for early education. She cares for children over five years old and offers before and after school care. The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder is a member of the National Childminding Association and a member of the Children Come First Network. She has an early years qualification at Level 3. The childminder walks and transports children to and from local schools.

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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

The childminder provides a warm, welcoming and inclusive environment where children are valued and respected. They are happy, enjoy their time with the childminder and make good progress in all areas of their learning and development. Their welfare is well promoted in a secure environment and the majority of the documentation is in place to promote children's well-being. Effective partnerships are in place with parents and other agencies which promote consistency in children's care and learning. Effective systems for reflection and self-evaluation ensure that future priorities are identified to promote continuous improvement.

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further?

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

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further?

 develop further the use of self-evaluation and quality improvement processes as the basis of ongoing internal review and include children  improve assessments to give a summary of a child's achievements at a particular point in time so that their progress can be tracked. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has a clear understanding of the Local Safeguarding Children Board procedures and signs and symptoms of abuse. This enables her to protect children from harm or neglect. All adults within the home have undergone effective vetting procedures which include a Criminal Records Bureau check. Detailed risk assessments and daily checks in the home ensure potential risks to children are identified and minimised. A written procedure is also in place for outings and travel in the car, which includes written consent.

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the early years provision

Children access a wide range of good quality toys, equipment and resources which are stored at a low level to enable them to make choices and promote their independence. Children learn about diversity though a good range of toys and resources, such as, small world figures, books and puzzles. They learn about other religions, such as the Sikh culture, through discussion and celebration. Children have made clay divas for Diwali and dragons for the Chinese New Year. There are good procedures in place to support children with special educational needs and/or disabilities which include working with parents and other professionals. The childminder has the Special Educational Needs code of practice.

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the early years provision

There are effective partnerships between the childminder and parents. For example, parents receive daily verbal and written feedback on their children's care and progress during the day. Children do not currently attend other settings, however, satisfactory procedures are in place to liaise with other carers to promote continuity in children's care and development.

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the early years provision

Good systems for reflection and self-evaluation are in place which include the Ofsted self-evaluation form. Daily discussions and regular questionnaires are used to explore parents' views. However, this needs further development to ensure that comments are acted upon promptly to improve outcomes for children. Parents requested a notice board, which has been addressed. Methods to fully involve children in the evaluation process are in the early stages. Regular attendance of pre-school groups and children's centres further develops the childminder's skills. She has also completed several courses at weekends and has an early years qualification. These measures demonstrate that the childminder has the capacity to maintain continuous improvement.

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and outcomes for children

Children are happy and very settled with the childminder, where they are respected and valued. They access a wide range of activities and play opportunities which enable them to make good progress in all areas of their learning and development. The childminder has several years experience of working in early years settings which helps her to provide a broad range of interesting experiences for young children. She incorporates several different methods of learning which include visual, sensory and touch. Observations and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 discussions with parents are used to identify the next stage in children's learning and plan future activities. The childminder ensures that her planning includes sufficient levels of support and challenge for individual children to enable them to continue their good progress in their learning. Systems for assessments are in

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and outcomes for children

place; however, they currently do not track children's progress effectively in the six areas of learning. This means that the educational programme may have some gaps which may hinder children's progress.

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and outcomes for children

Children's emotional development is well fostered. They learn about simple rules and the importance of talking turns with toys. Their efforts are rewarded with stickers and lots of praise. Children make marks with a variety of tools, such as, chalks, pencils and crayons. They show good levels of concentration and perseverance as older children complete dot-to-dot patterns of their names. Younger children follow simple zig-zag patterns which are appropriate for their stage of learning. Children have regular opportunities to write for different purposes. For example, they make shopping lists and write letters and postcards. They learn about phonics and recognise many letters of the alphabet in books and on flash cards. Children learn about numbers through daily routines as they count the number of steps outside and access a wide range of objects which they count, compare and sort. Numbers and number lines are displayed to reinforce children's

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and outcomes for children

awareness. Skills in technology develop as children access the computer, use the camera and play electronic games. Regular opportunities for fresh air and exercise help children to maintain a healthy lifestyle. In the home, they have opportunities to roll and balance with small equipment. Children take responsibility for their safety as they are encouraged to be aware of who is around them, so not to endanger others. They have regular outings to local children's centres and the park where they fly their kites and access a wide range of equipment to develop their physical skills. Children develop their creativity as they access a wide range of malleable materials and make prints in the snow with their hands and feet.

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and outcomes for children

The childminder provides a good range of healthy snacks and meals which take into account children's choices and their cultural requirements, such as no pork. Children access their drink beakers independently which ensures they do not get thirsty during the day. Good hand-washing practices and nappy-changing routines are in place to protect children from the risk of cross-infection. For example, the childminder cleans younger children's hands with wet wipes before they have food. 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 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 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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