Childminder in Worcestershire

Inspection date

Previous inspection date 29/10/2012 27/06/2011

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early years provision

This inspection: 3 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder promotes language skills well and children develop exploratory skills through play. She provides interesting resources for play indoors and outside. Regular progress records are completed to monitor children's development.  Children are happy and feel secure with the childminder, who provides a caring and welcoming environment. Their understanding of safety and self-care is promoted effectively. Successful partnership working with parents supports children positively and clear safeguarding procedures keep them safe.

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It is not yet good because

 Systems for monitoring planning to ensure that children's needs are fully addressed are not yet in place and information gained from observations is not always used to plan for further learning. Information is not consistently shared with other early years providers to maintain continuity in children's care and learning.  The self-evaluation process does not include clear targets for improvement and does not take into account the views of parents and children.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the living room.

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Inspection activities

 The inspector spoke with the childminder at times throughout the observations and discussed self-evaluation.  The inspector looked at documentation and a selection of policies.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in the Druids Heath area of Birmingham with her partner and an adult child. The whole ground floor of the premises and the enclosed rear garden are used for childminding.

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Information about the setting

The childminder has completed basic training including first aid and child protection and regularly updates her knowledge through specific courses. She attends a playgroup regularly. She takes children to and from local schools and pre-schools. The childminder currently has two children on roll in the early years age group. They attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm Monday to Friday, except for family holidays agreed in advance.

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must:

 develop existing procedures to use information from observations when planning specifically for each child, in order to move them on further in their learning by using the 'Development Matters' framework consistently to monitor their achievement  ensure partnership working with other early years professionals supports children's learning by sharing information regularly about their needs and how these can be met effectively.

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To further improve the quality of the early years provision the provider should:

 review and improve the self-evaluation process to include a clear improvement plan that identifies priorities and takes into account the views of parents and children.

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who attend

The childminder has an acceptable understanding of the seven areas of learning and provides appropriate activities to promote children's development. The childminder talks to children during their play activities and encourages them to name colours as they pick up various toys. She extends their vocabulary by linking words to those they use correctly. For instance, when young children say the word 'shoes', she points at pictures in a book and says 'black shoes'. At times words used by younger children are not clearly spoken but the childminder understands and always models the correct use of words by repeating and building sentences to promote language skills appropriately. The childminder promotes children's thinking through open questions, such as 'where do you go on an aeroplane?' Children clearly demonstrate their ability to understand as they respond that they go on holidays.

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who attend

The childminder carries out regular observations to monitor children's learning and the next step is consistently included. However, achievements identified from observations are not always linked to the 'Development Matters' in the Early Years Foundation Stage and the planning does not refer sufficiently to the information gained from the observations to promote children's learning further. As a result, their achievement might not be consistently promoted to a higher level. The childminder plans loosely for children's learning but this is not always focused on developing specific skills. For instance, the television is switched on throughout the day and children's awareness of other cultures and special educational needs and/or disabilities is generally raised through the images reflected in programmes. However, the television is not used selectively to clarify what the childminder wants children to learn from viewing programmes. Consequently, children do

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who attend

not gain the maximum benefit from this resource. Children's progress is recorded regularly and shared with parents. This includes the two-year-old progress assessment that identifies if children are attaining the expected level of development. Parents have commented on the childminder's support that helps children to make appropriate progress.

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who attend

The childminder regularly takes children to local parks where they are challenged to try see-saws and they enjoy playing on swings. They run around freely in the vast space exercising their limbs as they develop large muscle skills. Similarly, their small muscle skills are growing as they scribble on paper and assemble jigsaw puzzles that promote their ability to concentrate as they fit pieces together. Children are at ease as they move around the room, independently selecting resources which they want to play with. They press buttons and listen for sounds while looking at flashing lights as they explore what toys do. When they need help they turn to the childminder, sometimes gesturing and at other times calling to her by using words which she recognises.

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The contribution of the early years provision to the well-being of children

Children are happy in the childminder's home where they form strong bonds of attachment. They are secure in her provision as the childminder maintains a high quality of interaction at all times. The childminder promotes children's personal, social and emotional development well. She combines preferred resources from home, such as a doll, with those provided by herself to ensure children have a stress-free settling-in period. She is highly responsive to their needs and attends to them promptly. For example, she gives cuddles when children are a bit tired and provides consistent encouragement with praise for effort and achievement. She tells children that they are good for sharing toys and for shaking instruments while singing.

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The contribution of the early years provision to the well-being of children

Behaviour is good and children develop caring attitudes as they learn to be patient with others. The childminder skilfully promotes independence through routine activities. For instance, children are asked to hang their coats on pegs and they clearly understand the significance of tidying away resources before going home. Younger children access drinks frequently and they are developing a good understanding of self-care procedures, such as washing hands after activities.

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The contribution of the early years provision to the well-being of children

The childminder consistently makes the environment safe for children. She carries out daily risk assessments to ensure potential hazards are minimised and children effectively learn about road safety, explaining that they wear reins for crossing the road. Their understanding of maintaining safety for themselves and peers is reinforced through reminders from the childminder to tidy away resources to avoid accidents. The childminder has effective systems to manage the transition from her provision to other settings. She is highly supportive of parents and takes time to accompany them to settling-in sessions in local nursery classes before their child starts. She ensures the learning journal is available for these occasions so that practitioners at the nursery have a clear awareness of what children can do. Consequently, children benefit from a positive introduction to the nursery.

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provision

The childminder has a sound understanding of the Early Years Foundation Stage and is clearly informed about the procedures to be followed if there are child protection issues. The childminder has effective safeguarding procedures to protect children. For example, she does not allow the use of cameras in her provision, including those in mobile phones. She has carried out fire drills that reflect the effectiveness of her fire procedures to help keep children safe. The childminder is generally aware of the learning and development requirements, including the consistent monitoring of children's progress, but the monitoring of planning is less secure.

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provision

The childminder has taken appropriate steps to maintain her professional development by accessing courses, such as safeguarding. She has reflected on some aspects of her practice to identify where improvements can be made. For example, she has plans to gain knowledge and understanding of the Common Assessment Framework to ensure she is better informed about safeguarding matters. However, the self-evaluation is not linked to consistent evaluation of all aspects of practice, including children's learning, and parents' and children's views are not included. Consequently, improvement might not be fully targeted to address priorities for the benefit of the children.

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provision

The childminder works very well with parents to ensure children receive the support they need. Parents are encouraged to continue with activities at home. For example, they regularly read and promote children's counting skills. The childminder uses similar strategies to those implemented by parents to manage children's care. Parents and carers comment favourably on the welcoming environment in the childminder's home. They state that children have gained immense confidence and progression in their language skills. The childminder works less effectively with other early years providers as the partnership work is not yet developed to the extent where information is shared consistently about children's learning and development. As a result, continuity in children's learning is not fully promoted. The childminder's provision is generally well organised with all documentation available for the smooth running of the provision.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY413182 Local authority Birmingham Inspection number 875502 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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