Childminder in Birmingham

Inspection report for early years provision

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Unique reference number EY356584 Inspection date 13/03/2012 Inspector Catherine Sharkey

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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 registered in 2007 and lives with her husband and their two sons, aged five and two, in the Birmingham area of the West Midlands. The whole of the ground floor of the house is used for childminding. There is a fully enclosed garden for outside 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 registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She operates from 8am to 6pm for 48 weeks a year. She is currently caring for five children between the ages of two and nine years. The childminder receives support from the local authority and has links with other providers. Children with special educational needs and/or disabilities are supported by the childminder.

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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 a thorough knowledge of the Early Years Foundation Stage and creates a good balance across the areas of learning. Children are very well safeguarded in her care as there are effective policies and procedures in place and she supervises them closely. There are very good partnerships with parents and carers as well as other agencies and providers. The childminder knows the families well and they are fully involved in their children's learning. She is well-motivated and generally takes active steps to improve her practice and provision.

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further?

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

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further?

 develop and improve provision further through on-going professional development.

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the early years provision

Children are safeguarded as the childminder has effective policies in place and has a very good understanding of procedures. The premises are safe, with doors locked and an enclosed garden. Children are taught to keep themselves safe by not climbing on furniture and knowing how to act in an emergency. Parental consents are obtained for emergency medical treatment and accurate records are kept. Annual and daily risk assessments ensure that children are safe both on and off the premises.

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the early years provision

A wide range of good quality resources is used very effectively to promote all areas This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of learning. Children choose from a good range of books, games, small world toys, creative materials and wheeled toys. These are organised very well in the playroom and outside, so that all children access them easily or ask for those they need. Resources are suitably challenging for all children's ages.

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the early years provision

The childminder attends regular training courses and evaluates her provision very well. She has several up-to-date childcare qualifications and gives high priority to improving her knowledge and practice in order to provide the best care for children. She is keen to continue her professional development in order to improve her practice further. She receives support from the local authority and works with other childminders and local providers, sharing advice and ideas on best practice. The previous recommendation has been addressed and there are now a greater number of resources which promote positive representations of race, culture and disability.

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the early years provision

Partnerships with parents and carers are very good. They share information with the childminder on an on-going basis about their children's achievements and requirements. They make positive comments on the provision and receive detailed information on their children's daily activities in both written and verbal form. The childminder sometimes sends them photographs of their children throughout the day in order to reassure them that their child is settled and happy. Parents continue some activities at home with children and contribute to their 'All about me' books with comments and photographs. This means they are fully involved in their children's learning. The childminder has good links with other professionals and belongs to childminding networks. She has close links with local primary schools, sharing information on children in her care and aiding transition when younger children start school.

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the early years provision

Children with special educational needs and/or disabilities are supported extremely well through working closely with parents and other professionals, such as the educational psychologist. This gives them continuity of care and ensures that they are fully included in all activities.

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and outcomes for children

Children enjoy a wide range of exciting activities which the childminder plans effectively to meet the needs of all children. She records observations on children and uses these to plan their next steps which are incorporated into the activities. This means that all children make good progress and build on their learning according to their ages and stages of development. They explore the world around them through, for example, trips to parks and a farm. They grow flowers and learn about animals and plants and their life cycles. Children explore a range of creative activities, such as painting and play dough, and extend their experiences by attending singing, dancing and soft-play sessions each week during term time. Children learn to recognise their names, shapes and sounds of letters and mathematical concepts. Young children count very well and match objects to written numbers. They experience a good range of climbing and balancing

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and outcomes for children

equipment both in the garden and at a nearby venue. They are confident in their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 use of a good range of push-button toys which develop their skills for the future well.

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and outcomes for children

Children show they feel safe and secure with the childminder by chatting happily to her and asking questions about their activities. They know her well and she has good links with their families which makes them secure. Children enjoy looking at their own photographs in their learning journeys and talk about the other children they know, pointing to their photographs. They show they are at ease in their surroundings by asking for toys they want to play with or telling the childminder when they want to play outside.

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and outcomes for children

Children are provided with healthy snacks and meals, such as fruit or toast. They have access to water or milk when they need it. They learn about healthy eating and know, for example, that potato skins are 'roughage' which they need for a healthy diet. Children know they need to wash their hands at appropriate times during the day and that covering their mouths when they cough helps to stop the spread of germs. The childminder observes very good hygienic practice and there are very effective policies in place which promote children's health and well-being. They have daily fresh air and exercise in the garden and on outings.

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and outcomes for children

Children's behaviour is very good and they have consistently good manners. The childminder sets very good examples by showing respect and good manners herself and reminding children to say please and thank you if they forget, which is rare. Children learn to be independent; they go to the toilet on their own or choose activities. They are praised for their achievements, giving them high self-esteem and confidence. They enjoy receiving stickers and show excitement at pressing a button and hearing a monkey sound. Behaviour is extremely good and children play happily with the childminder, concentrating very well on puzzles or drawing pictures. Children learn a great deal about a wide range of cultures and festivals. They enjoy discussing their own cultural heritage, listening to related music and trying different foods. They have many discussions about the various cultures in the community with the older children's positive observations sometimes informing

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and outcomes for children

the younger ones. They learn about Eid, Diwali, Christmas and other countries through art work, dressing up or food tasting. Children share their learning from school with the others, such as a French Day. They have positive images of disability at first hand as well as through the resources, such as toys wearing glasses or in a wheelchair. This means they are learning to appreciate diversity and becoming aware of the world around them. 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 2 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 1 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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