Childminder in Solihull

Inspection report for early years provision

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Unique reference number EY347096 Inspection date 16/03/2011 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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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 and works with an assistant on some occasions. She lives with her husband and two children aged seven and 11 years old. The family live in Soilhull. Local amenities and bus routes are within walking distance. The whole of the ground floor of the childminder's house is used for childminding. The family have a pet rabbit. Access to the home can be gained via one small step by the side entrance.

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Description of the childminding

The childminder is registered to care for a maximum of five children any one time and is currently minding two children in the early years age group on a full and part-time basis. The childminder is registered by Ofsted on the compulsory part of the Childcare Register. The childminder is a member of the National Childminding Association. She has a Level 3 qualification in early years.

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Description of the childminding

The childminder walks and transports children to local schools and pre-schools. She also attends the local toddler group and attends local childminding groups in the area.

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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 are well cared for in a warm and welcoming and environment, where they are valued and respected. They have access to a wide range of interesting activities and play opportunities which helps them to make good progress in their learning and development. Effective partnerships are in place with parents which clearly contribute to children's development and appropriate procedures are in place to liaise with other settings to promote consistency in children's development. Some good systems for self-revelation are in place to help to identify further areas for development which enables 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.

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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 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 identified and minimised with safety equipment. Written risk assessments are also in place for outings which include the playgroup, schools and local parks. The childminder records arrival and departure times for all visitors which further protects children from persons not vetted.

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the early years provision

Children access a wide range of good quality toys, equipment and resources which are stored in the lean-to which has been specially converted for childminding purposes. Toys are stored in low level storage and attractively displayed to promote children's choice and independence. The area is bright and displayed with useful information for parents and with children's work. The childminder supports children's understanding of diversity through discussions and as they play with a wide range of toys and resources.

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the early years provision

Positive partnerships are in place between the childminder and parents who receive both daily verbal and written feedback on their children's care and progress during the day. All children have a daily diary which includes regular comments from parents. This promotes a two-way flow of information. Opportunities for home learning are in place which includes children taking books and activities home and parents bringing in items for art and craft activities.

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the early years provision

Some good systems for reflection and self-evaluation are in place, which include the Ofsted self-evaluation form. Daily discussions and questionnaires are used to explore parents' views, however this is not done on a regular basis at the moment. The childminder has set up procedures to support children with the transition period to other settings as requested by parents. The childminder talks to children about their preferences but methods to fully involve children in the evaluation process are in their early stages.

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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 questionnaires are used to explore parents' views; however, this does not regularly include parents. The childminder talks to children about their preferences but methods to fully involve children in the evaluation process are in its early stages. Children do not currently attend other settings who deliver the Early Years Foundation Stage. However, the childminder is aware of promoting effective partnerships with other settings to ensure continuity in children's care and learning. Regular attendance at pre-school groups and children's centres develops the childminder's skills. She has also completed several courses 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 have a strong and secure relationship with the childminder who is caring and sensitive to their needs. The childminder has an early years qualification which helps her to plan a wide range of interesting and exciting play opportunities for children in her care. As a result, children make good progress in all areas of learning. Effective systems are in place for observation and assessment This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 which clearly track children's progress and also identify any areas which require further support or development.

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and outcomes for children

Children's independence is well supported in the setting. For example, children help to prepare snacks as they cut up fruit and spread the butter on their bread. Children learn to share and take turns through toys such as the beak baby which is effective for young children. Songs and rhymes promote children's imagination and they play a wide range of musical instruments, such as, drums and guitars. Children make marks with a variety of resources. They use crayons, pencils and special water pens to draw around their hands and stencils. In the garden they use water to paint the fence and use chalks on the floor. Children have free access to a wide range of books which they enjoy reading with the childminder. They are able to tell the story as they look at the pictures and join in with some sentences. Their learning is extended as the childminder asks children to identify different sounds as they press buttons on the side of the book. Children take control later as they ask

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and outcomes for children

the childminder to identify sounds from the book. Skills for the future develop as children access electronic equipment and games. They use torches and voice boards which record their voice and play it back. In the garden children use magnifying glasses to explore worms and ants.

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and outcomes for children

Children take part in activities where they grow strawberries and carrots which develop their understanding of where food comes from and promotes their awareness of healthy foods. Children access a wide range of equipment, such as, post boxes which develops their awareness of numbers, colours and shapes. They build towers with wooden blocks and enjoy knocking them down. Number and colour lines are displayed to reinforce children's learning. Children access a wide range of art and craft activities which promote their creativity. They express themselves as they play with malleable materials, such as, play dough which they roll and make patterns using a range of tools. Children learn about different cultures and religions as they access a wide range of multi-cultural books and play with small world toys. Welcome signs are displayed in the lean-to which include different languages.

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and outcomes for children

Physical skills develop as children access a wide range of equipment in the garden and when on outings to toddler groups and the park. Skills develop in balance and coordination as children play on equipment such as the slide, scooters and ball games. Children are actively encouraged to develop an understanding of how to stay safe. For example, they learn not to climb on furniture and to tidy away toys before they take more out. On outings they learn to hold hands.

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and outcomes for children

Children enjoy a wide range of healthy snacks which consist of fresh fruit and meet their individual dietary requirements. Some parents provide packed lunches which are stored appropriately to maintain children's good health. Drink beakers are filled with water and made accessible to children to ensure they do not get thirsty. Good hand washing practices ensure children's health and hygiene is promoted. Children learn to wash hands before handling food and after they use the toilet. 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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