Childminder in Birmingham

Inspection date

Previous inspection date 02/11/2012 18/02/2009

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early years provision

This inspection: 2 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 2

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This provision is good

 Children engage well with the childminder, who listens with interest to what they say. Children are encouraged to recall events and talk about what they see, hear and feel.  Children use a range of technology resources to see how things work and use this for a range of different purposes.  Children benefit from consistent routines and planned activities to develop their understanding of how to stay safe and healthy.  The childminder has a sound understanding of safeguarding children. Policies, procedures and thorough risk assessments are in place which are implemented effectively so that children are protected from harm.  The childminder uses self-evaluation effectively to identify future targets and areas for improvement. He keenly embraces training to improve his knowledge, skills and practice.

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It is not yet outstanding because

 There are missed opportunities during role play and in the garden to further promote children's mathematical development.  Systems to engage parents in the initial assessment of children's starting points on entry and record this information are not yet fully developed.

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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 lounge, dining room, kitchen and garden.

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Inspection activities

 The inspector spoke with the childminder about his routines and activities with children.  The inspector engaged with children.

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Inspection activities

 The inspector looked at policies and procedures including safeguarding, complaints and risk assessments, the childminder's self-evaluation form and children's learning journals.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and compulsory and voluntary parts of the Childcare Register. He lives with his wife, who works as his co- childminder, and three children aged 12, 10 and seven years in Sutton Coldfield, Birmingham. All areas of the home are used for childminding and there is a fully enclosed area for outdoor play. The premises is accessed via a step to the front. The family has a rabbit. The childminder takes and collects children from local schools and pre-schools.

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Information about the setting

The childminder currently has 21 children on roll. Of these, eight are in the early years age range. The childminder oprates from 7.30am to 6pm five days a week all year round. He holds a National Vocational Qualification at Level 3.

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

 improve systems to engage parents in the initial assessment of children's starting points to accurately plan for children's learning on entry

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

 use all available opportunities to enable children to count and see numbers in their environment to consolidate their mathematical development.

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who attend

The childminder has a sound knowledge of the prime and specific areas of learning to effectively support all children's development. At the start of the placement, he gathers relevant information regarding children's individual needs. This ensures he cares for them according to their parents' wishes, although sufficient detail is not consistently obtained to establish a clear starting point from which to measure children's progress. However, regular observations and accurate assessment of individual children ensure that the childminder is able to identify any early interventions or identified gaps. Tracking systems enable the childminder to monitor children's progress and effective use of the 'Development Matters' guidance ensures children's next steps are planned. This ensures that children work comfortably within their age and stage of development while being suitably challenged. Individual child profiles highlight the range of activities that the

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who attend

childminder incorporates into children's play to promote their learning. These are shared with parents regularly so that they can contribute their views. The childminder provides information as to how children's learning can be further consolidated at home.

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who attend

Children have opportunities to initiate their own ideas as well as to experience a wide variety of adult-led activities which are engaging and fun. They make fireworks using a variety of materials to create their own designs, concentrating on the task in hand. They use the time to talk about the bonfires they visited the previous evening and recall that some quiet fireworks went 'pop-fizz' while the louder ones went 'bang'. The childminder encourages further dialogue as children discuss their preferences and describe what the fireworks looked like. Once they have finished, children select paper to draw and paint. Several children form numbers and letters on the page, describing what they are doing. For example, one child forms the number one on the page saying 'up and down' as she moves her pencil from top to bottom. Another child forms the letters of her name randomly over the page. The childminder produces laminated tags of children's names and

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who attend

asks the child to find hers. He also writes her name on the page and asks if she can copy this so that her learning is extended and consolidated.

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who attend

Children enjoy using the computer and are adept at manipulating the mouse and selecting programmes. The childminder supports them in acquiring the necessary skills to press the correct keys and hover the mouse to perform different tasks. For example, the game on the screen disappears and one child voices her disappointment. The childminder informs her that she did not click 'OK' and shows her how this is done. Children use the computer to develop all areas of their learning. They download and print the photographs they have taken on their camera, often sticking these into their learning journals. They use a video camera to record their actions and are fascinated as they see this relayed through the television screen and smile at their antics.

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who attend

Children engage in regular physical activities, going for regular walks in their community or further afield to various venues. The childminder helps children to develop a sense of time as they recall what they buy from the shops. 'Can you remember what we bought yesterday?' children are asked and they pipe up, 'plums and oranges'. The childminder also reminds them of the garlic and newspaper they purchased. Children often write shopping lists before their visits helping to develop writing skills. When asked if they want to play outside, children respond enthusiastically and eagerly fetch their coats and shoes. They attempt to put these on independently, only asking for assistance if necessary. They have fun as they run around, climb on the various equipment and swish ribbons in the air to develop large muscle movement. Physical pursuits continue inside as children dance along to animated nursery rhymes, copying the actions. Children thoroughly enjoy their

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who attend

time with the childminder. They are busy and industrious while always having fun.

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

The childminder has a warm and welcoming disposition with children, who relate to him well. They engage in conversation, telling him their news, and confidently ask him for help with tasks when required. For example, when children are painting, they ask if he can get some more green paint. He sits with children, listens to them and tunes into their needs, helping to forge trusting relationships so that children feel safe and secure. This helps to develop their confidence and feel reassured. Where possible, children are asked for their ideas, particularly for future activities, outings and meal choices, which helps them to feel valued. All children are made welcome and diversity is fully embraced. Children communicate with a child in Africa, learning about her customs, culture and day-to-day life. This helps children to learn about and respect people's differences.

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

Clear boundaries and routines are established from the start so that children learn what is expected of them and how to keep themselves safe. Before going out, the childminder talks to children about the importance of road safety; children are asked to demonstrate where they think it is safe to cross and whenever the childminder and co-minder get in the car, children ask if they have their seat belts on. Children learn how to take responsibility for their own safety as they listen and follow instructions for fire drills. This ensures they know how to exit the house quickly and safely.

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

Children follow a healthy lifestyle, having regular fresh air and exercise. They have nutritious food, making good use of seasonal fruit and vegetables, and tuck into their meals heartily. All children are encouraged to try new and different flavours, such as pumpkin soup, and making mealtimes a social occasion helps to promote this. Good standards of hygiene are instilled and the childminder acts as a positive role model. He washes his hands after being in the garden and instructs children to do the same. Children willingly follow his guidance.

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

Children play in a well-organised environment and have plenty of space to move around. They spread out on the floor to build train tracks and roads or find a quiet corner to read a book. They move resources from one place to another to extend and develop ideas as they play. Resources are plentiful and in the main support children's learning. However, there are missed opportunities for children to develop skills in addition as they do not have access to money when playing shops. Resources are regularly supplemented to enhance children's play, for example, funding has enabled the childminder to purchase additional equipment for the garden.

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

The childminder is aware of the importance of establishing positive links with other practitioners. Strong relationships are forged with the local nursery to ensure continuity and consistency in children's learning. Role play activities and discussions about school helps to prepare them for the future.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements. He is fully aware of his responsibilities to report any child protection concerns and a clear understanding of whom to contact so that children are protected from harm. A written policy is shared with parents, clearly informing them both of their own and the childminder's responsibility in this process. He updates his knowledge by attending relevant training. The childminder is conscious of the need to ensure that the environment in which children play is safe and therefore undertakes thorough risk assessments. These are regularly reviewed and updated, particularly in light of any training. For example, after attending a food safety course, the childminder now uses a probe to check that hot food is served to children at the correct temperature.

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provision

The childminder consults parents to establish what the children do at home and discuss their child's care and learning. This enables him to plan activities and organise the environment effectively so that children are appropriately stimulated. The childminder willingly works with other professionals so the individual needs of each child are met.

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provision

The childminder is committed to improving his service and works closely with the local authority to prioritise and target areas for improvement. He responds to advice and suggestions promptly so that improvements are swiftly implemented. He embraces training enthusiastically and since his last inspection has attended numerous courses. These are used as a means of developing his skills. He recognises self-evaluation is crucial in demonstrating his continual desire to improve.

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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 EY380266 Local authority Birmingham Inspection number 821527 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 21

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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. 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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