Childminder, Out-of school day care in Birmingham

Inspection report for early years provision

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Unique reference number EY427006 Inspection date 07/12/2011 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

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 registered in 2011. She lives with her husband and one child aged five years in the Kings Heath area of Birmingham. The whole ground floor of the childminder's house is used for childminding. There is a fully enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered to care for a maximum of five children at any one time and is currently looking after ten children on a full and part-time basis before and after school, of whom three are in the early years age range. The childminder is registered by Ofsted on the Early Years Register and on the compulsory part of the Childcare Register. Children are taken to and collected from the local school.

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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 has settled into childminding well and offers children a welcoming environment where they can relax and engage in a range of play and learning opportunities after school. She shows a good regard for inclusive practice and ensuring all children's individual needs are met and appropriate choices are given. The childminder has attended all the required training since registration to promote continuous improvement and is using systems effectively to reflect on her practice. She has established a friendly and positive partnership with parents and is beginning to make links with others to support outcomes for children.

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further?

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

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further?

 develop further a two-way flow of information with other early years provisions where children also attend  extend further the range of resources which reflect different cultures and disabilities to support children's understanding of the wider world.

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the early years provision

Children are safeguarded as the childminder has a good understanding of her role and responsibilities in protecting children from possible harm or neglect and how to pass on concerns appropriately. She has a clear policy which she shares effectively with parents and she carries out other procedures to protect children's welfare such as safe collection and an emergency back-up procedure. The childminder maintains good standards of health and safety both inside the home and in the garden and uses both visual and written means to effectively support her processes for risk assessment. The childminder is aware that all adults around This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children must be either fully supervised or appropriately checked and makes sure that there are no visitors expected when she is looking after the children. She has attended all the required training since registration and has already put in place

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the early years provision

changes to support outcomes for children. For example, the two living rooms have been opened up to provide a large continuous space for children and a new downstairs toilet has enabled them to access this independently. The childminder is using systems to evaluate her practice and is involving both parents and children in this to get a fully representative view. All documentation for the safe and efficient management of the setting and to meet children's individual needs is in place and is well organised.

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the early years provision

The childminder provides a very welcoming environment where children are able to relax after school and where their individual needs and choices are respected and encouraged. She works closely with parents to find out any information to help them settle in well and provides a range of activities and resources to engage the different ages of children she cares for. Children are able to choose from a range of play and learning resources and have easy access to the large outdoor play space throughout the year. Although the childminder has not had any experience of looking after children with more specific needs she is aware of the importance of working closely with parents and accessing outside agencies to provide appropriate support.

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the early years provision

Partnership with parents is working well and the childminder is approachable and friendly and always ensures information is exchanged at collection or through texts during the day. All parents receive a welcome pack including all her written policies which they sign for and other information is displayed in the kitchen. Children regularly take home creative items they have made and parents are able to look at their folders which include examples of their work and photographs of activities they have enjoyed. The childminder is well known at the school where children attend and has some links in place to support individual children although these are not yet fully developed to maximise children's learning.

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and outcomes for children

Children enter confidently into this welcoming, family home where they have established warm relationships with the childminder and are eager to engage in the selection of opportunities available to them. The childminder provides a good balance of children's choice and more adult-supported activities which meet children's individual needs and moods well. For example, children are able to relax quietly in front of a favourite television programme while they gather their energy to participate in the exciting craft activities on offer later on. Children are learning to keep themselves safe as they respect the procedures in place as they walk to and from school, use the trampoline or take part in regular fire drills. The childminder ensures all resources are suitable and well-maintained and reminds children about safe practices as they play. Children's health is well supported through daily exercise as they walk in the fresh air from school or use the large

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and outcomes for children

garden to ride on bikes or have fun creating their own sports day with sack and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 bean bag races. They carry out daily routines to promote their health such as hand washing using their individual towels or routinely take off their outdoor shoes. Children have a selection of fresh fruit at snack time with their own chosen sandwiches and regular drinks are always available. They also enjoy taking part in cake-making or decorating their own pizzas. Children's behaviour is good as they understand the need to share and take turns and respect the needs of others. The childminder supports and encourages children's individual choices which help them to feel included and valued. She seeks their views and involves them in tasks like setting the table or laminating the photos for display which develops their self- esteem. Children can participate in activities around different celebrations like

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and outcomes for children

Diwali and Halloween although the choice of resources reflecting diversity is limited which means that opportunities to extend children's knowledge and understanding of the wider world are not fully maximised. Children develop their creativity and imagination as they enjoy craft activities involving paint, glue and glitter or discuss what paints to mix together to create a particular colour. They help make lanterns out of pumpkins or make and decorate calendars and trees for Christmas. They collect leaves and natural items to make collages or do leaf prints and help to water the plants as they develop their understanding of nature. Daily conversation helps support their language skills and there is a range of mark-making items for them to access along with different books. Children thoroughly enjoy role playing as they use the dressing-up clothes or take part in face-painting sessions. They develop their problem solving as they practise fitting together the puzzle pieces or

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and outcomes for children

measure their heights against the wall and numbers are routinely brought into everyday discussion. Children have access to the computer to extend their technological skills and, for example, seek out cars of their choice which, together with the childminder, they work out how to enlarge and print off.

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and outcomes for children

The childminder is aware of what children have done at school and encourages them to share things about their school day. She picks up on their interests well and plans a variety of opportunities to engage and stimulate them. She collects photo observations and items of their work in their individual folders and ensures all children have one of these. She keeps written evaluations of certain activities to show how these link to the different areas of learning and to identify younger children's next steps and liaises with parents to work out how best to support any areas of development which may be noted. 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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