Childminder in Birmingham

Inspection report for early years provision

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Unique reference number EY358551 Inspection date 01/09/2011 Inspector Diane Ashplant

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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 aged two and four years. The family lives in the Selly Oak area of Birmingham, close to the local park, schools and other amenities. The whole ground floor of the childminder's house is used for childminding and there is a small fully enclosed garden for outside play. The childminder is registered by Ofsted on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of four children at any one time and is currently caring for two children of whom one is in the early years age range and in receipt of early years funding. The childminder takes children to a variety of local early years groups and takes and collects from the local school. The childminder holds an appropriate early years qualification and is part of the Children Come First and First Steps Networks.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children are happy and very well occupied in this family environment where their care, learning and development are very well supported. The childminder values the uniqueness of each child and provides an inclusive environment which meets their individual needs very well. She shows an excellent commitment to continuous improvement and has efficient systems in place for reflecting on her practice. A strong partnership with parents and others is in place to support outcomes for children.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 consider further the ways parents contribute to the observation and assessment process to support their child's learning and development.

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the early years provision

Children are safeguarded as the childminder has a very clear understanding of her role and responsibilities to protect children from possible abuse or neglect and how to pass on concerns appropriately. She has attended recent training to update her knowledge and awareness and has a comprehensive policy which she shares very effectively with parents. The childminder is fully aware of the importance of ensuring all adults around children are either appropriately checked or fully supervised. She rigorously carries out all necessary procedures to further promote children's welfare such as safe collection and a very well maintained visitor's book. She is fully alert to any potential risks to children and uses both visual and written This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 assessments to ensure all areas are regularly monitored and kept safe. For example, before taking children on trips she will look carefully at the on-line risk

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the early years provision

assessment to make sure she is fully prepared. Development of both house and garden since the last inspection has created a much more spacious, accessible and inviting environment for children. All documentation required for the safe and efficient management of the setting is in place, very well maintained and regularly reviewed. The childminder has attended a wide range of courses to enhance her understanding and inspire new ways of working and is part of an accredited network. She uses self-evaluation very effectively to reflect on her practice and regularly seeks ideas and opinions from parents and the children themselves.

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the early years provision

The childminder provides a welcoming, family environment where children make warm relationships with her and her family. She recognises the individuality of each child and works closely with parents, both at the start, when she seeks out lots of useful information about the child to help them settle in, and throughout their time with her. She uses her own intuitive knowledge and thoughtful observations to plan and provide for each child. The childminder is skilled at meeting the different needs of all children in her care, making sure that all receive her time and attention. Children have an excellent balance of free choice and adult involvement with a wide range of resources to choose from. Although the childminder has not had the experience of caring for a child with additional needs she has liaised with other professionals and outside agencies to ensure she is fully informed so that children receive the most appropriate care in her setting.

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the early years provision

Partnership with parents works very well and the childminder always ensures she is approachable for daily discussion. Useful information is shared at the start on the initial profile and parents receive their own copy of the childminder's policies, most recently via a memory stick, which they sign for. Both the childminder and parents value the sharing of information through the weekly journal emails and a termly reviewing of children's development folders and pathway profiles ensures parents are generally very well involved in their children's learning. Other ways, such as sending a particular toy or book home or routinely encouraging children to share special events or talk about their family, including their pets, further continue these links. The childminder uses community amenities exceedingly well to provide children with many exciting experiences outside the home such as visits to different toddler groups, the park or the library during the week. She works very

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the early years provision

closely with parents to ensure children's smooth transition into school and is very aware of the importance of liaising with other early years providers in supporting children's development. She has strong links with the local network of childminders and also with the development team.

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and outcomes for children

Children thrive in this inviting, family environment where their overall development is excellently supported by the childminder who has a very good understanding of how children learn and develop. Children move confidently through the various This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 rooms available to them and out into the garden. They enjoy lots of outdoor play and walks in the park as the childminder fully supports the benefits of exercise and fresh air. They use local soft-play centres and explore the large spaces and equipment at different toddler groups and have also recently started children's yoga. Children's health is well supported by daily routines such as hand-washing with individual towels to prevent cross infection and teeth-brushing after breakfast. Children understand the need to wear protective clothing and hats in the sun and to have regular drinks which are freely available. Children are learning about

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and outcomes for children

healthy eating as they enjoy fresh fruit snacks and balanced meals and engage in weekly cooking activities to develop their awareness of food and its benefits. Children play safely as they respond to regular guidelines, such as, not rushing around or picking up toys to prevent a tripping hazard. They take part in regular fire drills where the childminder decided to use the smoke alarm so they are aware of what it really sounds like. Children have rigorous procedures when out walking or on trips and know to wait patiently on the top step in while awaiting their turn to be securely strapped into the car seat or the buggy. Children benefit immensely from the regular trips and outings they enjoy both locally and further afield, such as, visits to the Think-tank, the Space Centre and the butterfly farm. These memories are regularly revisited in imaginative play and activities, such as creating a space ship under the stairs. Children have a variety of play resources and

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and outcomes for children

displays to reflect the wider world and share in celebrations for the different festivals such as practising their bangra dancing for Diwali. Children's behaviour is good as the childminder listens and responds sensitively to them. She encourages them to share how they are feeling, allows them their own space when needed and uses strategies diplomatically, for example, to resolve the sharing of the most popular chair. Children are given lots of praise and encouragement and are spontaneously appreciated when they use good manners or complete little tasks like tiding away which helps their growing self-confidence.

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and outcomes for children

Children use the different spaces in the house and garden to engage in a range of activities of their choice, to relax with a book in the quiet area or use their imagination in the den under the stairs or the tent in the garden. They feel different textures as they paint or do hand prints and watch how colours change as they mix them together, dig in the soil or explore the sand and the playdough. A well-planned small outdoor area provides opportunities across all areas of learning and allows free-flow from the house and for children to be purposefully engaged wherever they are. Children speak with confidence as the childminder uses books, songs and stories to inspire a love of the written and spoken word and regularly engages children in conversation. A selection of mark-making materials are readily available and children enthusiastically engage in activities like junk-modelling or making paper hats where they cut out their own patterns, stick them together and

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and outcomes for children

then decorate with different shapes. A choice of role-play toys, small world figures and a variety of dressing up clothes further encourages their imagination and the mimicking of adult roles. The childminder brings numbers and shapes into daily discussion, uses puzzles and construction toys to develop their problem solving skills and allows them to concentrate as they weave and thread different ribbons to make patterns. Children are learning about the world as they watch nature in the mini-beast corner and on the bird table or try their skills at growing and watering plants. Both children and parents enthusiastically share memories of special outings. For example, children thoroughly enjoy trips to the space museum This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 or recount with wonder when butterflies at the farm landed on their bodies.

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and outcomes for children

The childminder provides a stimulating and diverse learning environment both inside and out with a wide range of resources to support all areas of learning. She is naturally responsive to the children and maximises opportunities through the effective use of questions and prompts to inspire and extend their interest and learning. The childminder uses discussions with parents and her own observations to get to know each child and their preferences and abilities. Very effective systems of recording children's activities, speech and social interaction are in place to monitor their progress. Their development folders and profiles include spontaneous observations, photos of work they have taken home, comments and links to the early learning goals which the childminder effectively uses to plan and support each individual child. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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