Childminder in Solihull

Inspection report for early years provision

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Unique reference number EY357246 Inspection date 12/09/2011 Inspector Patricia Dawes

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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 has been registered since 2007. She lives with her husband and two children aged five and eight years in a house in Knowle, West Midlands. The whole of the house downstairs is used for childminding. There is a fully enclosed garden for outside play. The family have a dog.

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Description of the childminding

This provision is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of four children under eight years at any one time. There are currently three children on roll in the early years age range. Older children are also cared for before school.

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Description of the childminding

The childminder holds an appropriate early years qualification. She makes use of local facilities, such as parks, shops and the library and also attends a toddler group on a regular basis. The childminder receives support from the local authority and is a member of the Knowle childminding group.

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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 make very good progress in their learning and development and enjoy their time in this inclusive, homely environment where their individual needs are identified and addressed in line with parents' wishes. Most documentation is maintained and all relevant policies and procedures are reflective of practice and suitably implemented. The childminder works effectively with parents to promote consistency of care for children who attend. She is very proactive in establishing partnerships with other settings children have attended, ensuring there is continuity in the support of their learning and development. The childminder shows commitment and capacity to improve the quality of her care through reflective practice.

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further?

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

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further?

 review the risk assessment to ensure that it covers anything with which a child may come into contact to ensure children's safety and well-being  improve the two-way flow of information with parents to promote a shared understanding of children's individual needs, and involve parents in practical ways to support their child's learning and development. 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 safeguarded because the childminder is fully aware of her roles and responsibilities with regard to child protection issues. This is supported through detailed policies and procedures that are shared with parents and carers, who can be assured of the childminder's duty of care to act in the best interest of the children at all times. The childminder ensures children are safe and secure inside the home through the use of daily visual safety checks. Risk assessments are conducted and recorded to clearly demonstrate identified hazards and how these are minimised for outings, use of the car and the garden. However the record has not been reviewed and updated for indoors to ensure that it covers anything with which a child may come into contact. This has the potential to compromise children's safety and well-being. Regular fire drills are practised and evaluated so that children know how to keep themselves safe in an emergency.

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the early years provision

The childminder works closely with parents from the outset, gathering key information about children's individual care needs. However, information regarding their interests and development needs is lacking, which means children's development may be hindered. Parents are provided with clear policies covering all aspects of the care provided. Regular discussions take place to share the activities and the changing care needs of the children. All required documentation is in place and well maintained. Children are developing an open attitude to people's differences through the childminder's good role modelling when they are out and about. A wide selection of resources are easily accessible and the childminder ensures that they are developmentally appropriate for the children in her care. She spends time with babies and younger children, interacting effectively in a natural and sensitive way. This ensures they are supported and able to explore the

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the early years provision

resources and activities available to them. Children are progressing because the childminder has very effective partnerships with other settings the children attend and this enables a consistent approach.

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the early years provision

The childminder reflects on her practice and makes changes as required to benefit the outcomes for children. For example, by addressing the recommendation following her previous inspection which related to safety in the home. Systems for evaluating the quality of the provision are in their early stages; however, the childminder is able to identify strengths and priorities for development that will improve the quality of provision for all children, such as attending training in first aid and safeguarding. She is keen to develop an inclusive approach that reflects on how her practice improves outcomes for children.

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and outcomes for children

Children receive good levels of support to secure their progress towards the early learning goals. The childminder demonstrates a sound awareness of where each child is at and how they learn. However, a system for obtaining relevant information from parents regarding children's capabilities at the beginning of their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learning journey is not yet in place to fully inform planning. The childminder undertakes significant observation of the children during activities and also records information about what their next stage of learning is and what support they need. The childminder then successfully uses this information to plan either adult-led activities or support children's learning through free play. Information is recorded and shared with parents through the photographic diary and assessment record. The parents have yet to add their comments to assist the childminder to make

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and outcomes for children

improvements and share learning at home.

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and outcomes for children

Children are developing warm and nurturing relationships with the childminder, who ensures they are motivated, secure and happy in the homely environment. There are a stimulating range of high quality resources and activities available which appeal to children of all ages. Children demonstrate their independence and confidence as they move around the room selecting different toys and resources to play with. They are given good support to develop their communication skills through lots of chatting during play. The childminder encourages and joins in with their conversations, repeating some words for younger children to develop their language skills. Children enjoy looking at books, and the childminder encourages this by ensuring favourite ones are available. Children regularly count during play, developing their skills in number recognition. They enjoy activities, such as playing with jigsaws to explore and investigate how the pieces fit together. Routine

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and outcomes for children

activities, such as singing nursery rhymes, reading stories and making marks, enhance children's communication skills.

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and outcomes for children

Children develop an understanding of numbers and shapes through daily routines and play, such as matching and sorting shapes and colours, singing number rhymes and counting everyday objects like cars and trees while out walking. They expand their simple calculation skills and learn about differences in size and pattern during role play and categorising toys according to size and colour. A variety of themed activities are planned to supplement children's learning and knowledge of the environment, including nature walks in all seasons and trips to the park, zoos and farms. Children also help in the garden, planting and growing tomatoes, or visit the local farm to pick pumpkins ready for the Halloween celebrations. A good range of programmable toys give them opportunities to acquire basic skills in operating simple equipment. Children use imagination and express their thoughts while using a good range of art materials to develop their

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and outcomes for children

creative skills, for instance, each child made an autumn picture using paint and leaves they had collected that day.

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and outcomes for children

Children's physical skills develop effectively through walks to the local amenities on a daily basis and use of the equipment at their local playgroups, parks and different soft play venues. These all offer sufficient resources and challenges to advance their physical skills. Children routinely follow good hygiene practices, such as washing hands. There is a relaxed atmosphere at lunch times where all children enjoy the benefits of nutritious and well-balanced snacks, meals and drinks, which the childminder provides. They learn about healthy eating options while making their own pizza. They also learn about germs through icing their own version of a germ onto biscuits. Children learn to keep themselves safe through practical daily routines and the childminder's guidance on the dangers of traffic and strangers or using scissors and knives safely. They are happy and confident, as the childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

uses a positive and consistent approach to managing behaviour which takes into account children's levels of understanding and maturity. 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 2 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 2

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 2 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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