Childminder in BirminghamOfsted inspection, 9 Dec 2011

Inspection report for early years provision

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Unique reference number EY339721 Inspection date 09/12/2011 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

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 2006. She lives in the Kingstanding area of Birmingham, within walking distance of the local parks, shops and schools. The whole ground floor of the childminder's house is used for childminding and also the playroom upstairs. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered by Ofsted on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children at any one time and a maximum of nine children when minding with her assistant. She is currently minding a total of nine children, of whom eight children are in the early years age range. The childminder takes and collects children from the local school and nursery. The childminder holds an appropriate early years qualification to level 5. The childminder has a rabbit, a guinea pig and fish.

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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

The childminder provide a very happy and welcoming environment where children's care, learning and development are excellently supported. Space, resources and the involvement of committed assistants further enhance this. High regard is placed on inclusive practice and ensuring all children's individual needs are very well met. The childminder shows a very strong commitment to continuous improvement through attending a wide range of courses. She continually reflects on her practice to ensure she provides the most effective care for children and involves parents and children in these processes. Excellent partnership working with parents and other professionals support very good 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?

 developing further ways of using observational assessment to identify children's next steps.

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the early years provision

Children are safeguarded as the childminder has a very clear understanding of her role and responsibilities with regard to protecting them from possible harm or neglect and how to pass on any concerns appropriately. She has updated her knowledge through regular training and has a comprehensive policy which she shares effectively with parents. She carries out all other procedures to promote children's welfare, such as robust transport routines and the seeking of all This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 appropriate information from parents, including that related to parental responsibility. She has rigorous attendance recording for children and visitors, and any new visitor to the home are given a visitor's badge and asked to read the fire evacuation drill. The childminder maintains a very safe and clean household where children's welfare is strongly supported through the adults being continuously alert

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the early years provision

to potential hazards. Procedures for risk assessment are part of the everyday routine and are done both visually and on written records. These are reviewed and updated and changes to the routine are put in place as a result of decisions made, for example, the revision of where to park more safely when dropping off and collecting from school. The childminder understands that all adults around children must either be fully supervised or appropriately checked. She has a very strong commitment to continuous development and has attended a wide range of training courses to support this and includes her assistant in many of these. They both instinctively reflect on their practice to see where they can improve and they seek the views and ideas of both parents and children as part of this. At the end of the week children and adults consult about what they enjoyed, decide what to put into their individual learning journeys to take home and, together, start to plan their

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the early years provision

next week's programme. Self-evaluation is also part of the childminder's regular quality review as a member of an accredited network. All documentation for the safe and efficient management of the setting is effectively used, regularly reviewed and very well organised in the office.

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the early years provision

All children are warmly welcomed and fully included in this genuinely welcoming environment where the childminder works closely with parents to find out about children's individual needs in order to help them to settle in easily. Children have easy access to a wide range of age-appropriate resources, both inside and out, and are able to use the covered outdoor area all year long. The childminder provides easy storage in clear plastic boxes and a visual timetable so children can decide what they would like to do. The childminder liaises closely with parents to manage any more specific need a child may have and confidently consults with other professionals to ensure the best way forward is identified and acted upon to fully include and support each child. For example, speech and language workers visit the childminder's house and meetings take place with parents and outside agencies as required. The childminder is aware of the importance of making links

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the early years provision

with other early years settings that children also attend and initiates regular discussion and the sharing of information and communication books to further support this. Transition to other settings is seen as a crucial time in a child's development and the childminder works to ensure it goes as smoothly as possible. For example, she draws up helpful documentation for parents to share with teachers at the initial stage.

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the early years provision

Excellent partnership with parents is established at the beginning where the childminder encourages a gradual settling-in process and exchanges information about children's starting points and any particular interests or routines they may have. Parents receive a welcome pack, with a range of policies and procedures which parents sign for. Adults create a very welcoming and approachable presence to encourage relaxed discussion at any time or through telephone or texting, and further communication is aided by a regular newsletter. Every week children take home their own school bag, with a chosen reading book and log, as well as their learning journey and ideas for activities to share together at home. Parents are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 encouraged to make their comments on children's progress on a regular basis in this way and also at the yearly parent meetings. They are invited to include photos

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the early years provision

or shared events from the weekend or special family times. Parents are also encouraged to share their special customs or traditions and bring in items to support this so that all the children can enjoy participating and learning something new.

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and outcomes for children

Children have very warm and positive relationships with the childminder and benefit immensely from daily interaction with two dedicated and enthusiastic practitioners who provide an exciting environment to engage and support children's growing interest, curiosity and learning. Children's health is excellently promoted through easy access to the outdoor play area, with a wide selection of resources to support their developing coordination and physical skills. They are beginning to understand how exercise promotes healthy bodies and generates its own warmth and thoroughly enjoy their trips to the gym at the Alexander stadium or to the soft play centre. Children are learning to carry out routines to promote their health, such as hand-washing before meals and blowing noses. A well- balanced menu of nourishing home-cooked meals and healthy snacks, like fresh fruit, further supports their well-being, and meal times shared around the table

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and outcomes for children

provide a relaxed and social time for all. Children have regular drinks and easy access to their individual water bottles during the day. Sleep-time routines are carefully organised to help children feel settled and comfortable, and staff are very attentive to their individual needs, for example, finding special comforters and individual pots for their dummies. Children are constantly reminded about safety, so they walk carefully up and down stairs, holding the banister, and are encouraged to create a safe environment as they help to tidy up items on the floor. They take part in regular fire drills and follow clear procedures when out walking or travelling in the mini bus. Children's behaviour is very good and they are encouraged to share, to take turns and to help in small tasks, like choosing their own utensils at mealtimes or hanging up their outdoor clothes. They knew the routine very well and sit patiently on the sofa or at the table until lunch is

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and outcomes for children

ready, while the childminder talks with them to keep them engaged. Children are provided with excellent adult role models who spend time listening to, consulting and encouraging individual children so they feel valued and are given the confidence to initiate their own play. Children are learning about the wider world through exciting play choices and creative activities around different celebrations and festivals, and parents are invited to bring in any particular items to support these topics. The childminder uses the local community to extend children's experiences, such as visits to the library or to the shops to spend their money, choosing fruit for snack times.

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and outcomes for children

Children thrive in this environment where they have an excellent balance of free play and more adult-led activities, and where the childminder and assistant instinctively engage with them to encourage their interests and make leaning fun. Activities and resources are set up and developed around children's preferences and choices. For example, the acquisition of the new shopping till is of great This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 interest after their visit to the local supermarket. Children are consulted about what they want to do at the daily circle time and asked to give their views on activities shared by using the happy or sad cards. Children have many creative play opportunities to develop their imagination as they draw, paint and colour or make their own designs with sticking and gluing. They role play with small world figures or dress up in different costumes as they mimic adult roles. Positive conversation

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and outcomes for children

throughout the day really encourages their early language skills, as well as participation in daily stories and nursery rhymes, and children are fascinated to hear their own voices on the dictaphone. Routine circle time at the start of the day encourages children to share events from home, to take part in a self-register time and to talk about the weather and what they want to do. Children practise their reasoning and problem-solving as they use the different construction resources or begin to understand about money as they go to the shops and are helped to count out their coins for their purchases. They fill the pipes on the wall outside to see how water channels work or learn about size and shape as they match the pieces of the puzzles. Children have regular access to the computer and are beginning to improve their technological skills as they try taking photos with the digital camera and then help to print them off. They are developing a wonder of nature as they

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and outcomes for children

watch the different coloured fish in the tank or help to feed the guinea pig and rabbit. They dig and plant in the garden where they each have their own growing plot in individual tyres, excitedly searching for mini-beasts and then enjoy harvesting the produce later.

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and outcomes for children

Each day incorporates routine tasks like meals and trips to the school but staff fully maximise these opportunities by talking to the children, stimulating their thoughts and drawing their attention to the world around them. Child-led learning is central to each day's programme; children's own choices and ideas are spontaneously encouraged and built upon to provide opportunities that really interest them. For example, a child's excitement about a family wedding generates discussion and associated activities. Although each child has their own key worker who is responsible for monitoring their progress both childminder and assistant know all the children very well and respect and encourage their individual personalities and potentials. They record both spontaneous and more detailed observations and discuss and evaluate these at their weekly meetings when they plan for the next week. These observations, together with photos and examples of children's work

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and outcomes for children

are collected together in the children's learning journeys which parents take home every week to read and comment on. The childminder uses these observations to highlight how children are making progress which is, in the main, very effectively used to identify their next steps to share with parents so they can support their learning and celebrate their successes. 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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