Childminder in Birmingham

Inspection report for early years provision

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Unique reference number EY432101 Inspection date 30/08/2012 Inspector Sally Smith

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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 since 2011. She lives with her husband and child aged four years, in Birmingham. The whole of the downstairs and upstairs toilet is used for childminding. There is a fully enclosed garden available for outdoor play. There are local shops and schools within easy walking distance and the childminder collects children from local nurseries and schools.

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Description of the childminding

The childminder is registered to care for a maximum of two children under eight years at any one time, of whom no more than two may be in the early years age range. There are two children attending who are within the Early Years Foundation Stage, who attend on a part-time basis. The childminder is also registered to care for children aged over five years. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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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 provides a welcoming environment where children feel confident, settled and secure. A range of activities are available to stimulate their interests, which generally help to promote most aspects of their learning and development. Effective partnerships with parents and carers mean that children's needs are met well. The childminder reflects on her practice using this as a means to identify her strengths while also highlighting areas for further development. She keeps up-to- date with current literature and welcomes advice and support from the local authority. This enables her to evaluate and make changes to her provision, ensuring that outcomes for children are continually improving.

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further?

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

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further?

 support children's understanding of the wider world by expanding the range of resources to reflect the diversity of children and adults within and beyond the setting  increase further the opportunities for outdoor play so that it has a positive impact on children's well-being and helps all aspects of children's development.

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the early years provision

The childminder has a clear knowledge and understanding of possible signs and symptoms of abuse. An effective safeguarding children policy is in place and the childminder clearly demonstrates how this would be implemented. The childminder regularly checks current child protection guidance to ensure that her policy is up- This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to-date. She is fully aware of procedures should an allegation be made against herself or any other adult in the household. The safeguarding policy is shared with parents, so that they are aware of the childminder's and their own responsibilities in this process. All necessary consents are obtained from parents to safeguard and promote the welfare of children.

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the early years provision

The premises are bright, warm and welcoming with a variety of resources to ensure children are happily engaged. Many of these are easily accessible, so that children can make choices based on their specific interests. For example, young children particularly like different sounds and music, so the childminder ensures that appropriate resources are within their reach. However, while there are books and dolls to reflect cultural diversity, other resources to reflect people's differences are limited. In addition, the outdoor environment is not used to its full potential to promote all areas of learning.

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the early years provision

A regular exchange of information with parents takes place verbally at the beginning and end of the day. Children's routines are discussed, so that the individual needs of each child are met. Parents have access to the Learning Journeys that the childminder maintains for children within the Early Years Foundation Stage. Questionnaires also provide parents with opportunities to comment on the service provided. They speak highly of the way in which children make rapid progress in all areas of their development and the particular benefit of one-to-one care by the childminder. Parents comment that 'they couldn't be happier and the daily reports are brilliant too'. There are currently no children attending who have special educational needs and/or disabilities. However, the childminder understands the importance of working with other professionals to provide appropriate support for such children when the need arises.

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the early years provision

The childminder regularly evaluates and reflects on what has gone well, while also amending activities to improve learning outcomes for all children. She has clear aims to further improve resources, particularly those to reflect cultural diversity and disability. Close links with local childminding support groups enable her to share and glean as much information as possible regarding practice issues. In addition, she responds to advice from the local authority to make on-going improvements to the service she provides.

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and outcomes for children

The childminder is fully focused and attentive to the needs of children in her care. She devotes uninterrupted time to respond to their interests, supporting them when necessary. The childminder finds out what young children like through talking to their parents. She also follows their leads as she observes them in their play and encourages them to grow in confidence as they adapt to the setting. Space is organised well and children move around freely, showing that they feel safe and secure. They confidently explore their surroundings, becoming more mobile as they shuffle, crawl, pull to standing and then walk. The childminder stays close by providing reassurance and support. Mirrors are placed where children can see their own reflection and the childminder talks to them about what This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 they can see, pointing and naming their eyes, ears, nose and mouth. Action

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and outcomes for children

rhymes, such as, 'Heads, Shoulders, Knees and Toes' encourage children to respond as they begin to learn the different parts of their body.

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and outcomes for children

The childminder is aware that young children's interest fluctuates, sometimes for short bursts and on other occasions for longer periods of time. She recognises that some children need to build their confidence when touching and feeling certain media. For example, she notes that young children are reluctant to get messy. Therefore, she introduces materials such as, cornflour and dough for children to experiment with before re-introducing paint. Gradually, children begin to thoroughly enjoy this activity using their fingers, hands and brushes to make marks. They concentrate hard while completing numerous paintings before they eventually tire of the activity.

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and outcomes for children

Children are encouraged to handle and manipulate resources, for example books with flaps to open, toys with buttons to press and knobs to twist and turn. The childminder demonstrates how to operate these and then allows time for children to persevere and perform these tasks independently, therefore, promoting their self-esteem. These activities all help to develop early mark-making skills. Books feature strongly in the daily routine and it is evident that children enjoy these. For example, a young child crawls over and selects a book, making their preferences clear. She spontaneously climbs onto the childminder's lap, snuggling in and opens the pages. Together they look at what the child can see as the childminder names and counts the objects. The childminder repeats words several times as children attempt to copy the sounds.

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and outcomes for children

Observations, photographs and examples of children's work are recorded in individual Learning Journeys. This information is used to assist the childminder in making links to the six areas of learning and assess the learning taking place. She uses this information effectively to plan for the next steps in children's learning, providing extension and challenge, so that children are appropriately supported and stimulated. The importance of parents' input in their child's life is valued. Also, the childminder uses the information to plan a suitable range of activities to incorporate children's individual play preferences and interests. As a result, children make good progress in all areas of their development.

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and outcomes for children

Clear boundaries and routines are established so that children learn what is expected of them and how to keep themselves safe. Children help to put toys away at the appropriate time, even the very youngest helping to perform this task. Children eat healthy meals and snacks to include a range of fruit and vegetables. They are encouraged to share control of their food, initially using their fingers and then progressing to a spoon while the childminder assists alongside. This helps to promote their sensory experiences as well as develop their independence. Children are involved in cooking activities, such as, making cakes. They use a range of equipment, such as, spoons and whisks to develop control and coordination. They have access to regular drinks which are within their reach. Children go for walks in their locality and have some opportunities to play outside. They use binoculars to observe what they can see. Children appear happy and settled in the childminder's

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and outcomes for children

care and are beginning to develop the necessary skills they require to adequately support their future learning and development. 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 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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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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