Begum, Sabina

Inspection date

Previous inspection date 07/11/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 are very happy and settled and rush excitedly into the childminder's home ready to play with the toys and activities that she has set out for them.  The childminder sets, explains and maintains clear, reasonable and consistent limits and helps children understand their wishes may not always be met.  The childminder makes parents feel welcome at all times. They exchange highly useful information on a daily basis. This keeps parents well informed of their child's progress and enables them to share ideas for supporting children's learning further.  The childminder supports children through all stages of transition, such as starting at school. She actively supports continuity in children's care and learning and makes them feel secure.

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It is not yet outstanding because

 The childminder's skill and confidence in using Development Matters to accurately track a child's actual progress is not yet wholly secure in order to accurately support each child's development pathway.  The opportunities for children to learn about the natural world, such as planting and growing, have yet to be fully embraced in the outdoor area.

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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 childminder's lounge and reviewed the outside learning environment.

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Inspection activities

 The inspector held a meeting with the childminder after the children had left the setting and discussed the childminder's self-evaluation and improvement plan.

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Inspection activities

 The inspector looked at children's assessment records, planning and relevant documentation and checked evidence of suitability and qualifications of the childminder.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from information included in the setting's own parent survey.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged 12 and 14 years in Handsworth, Birmingham. She uses the whole ground floor of the house and the rear garden for childminding. She collects children from the local schools.

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Information about the setting

There are currently two children on roll, one of whom is in the early years age group. The childminder operates all year round from 6am to 6pm Monday to Friday, except for family holidays.

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

 focus and consolidate knowledge of tracking children's actual progress through the increased use of supporting guidance, such as Development Matters, in order to accurately support each child's development pathway

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

 develop further the outdoor area to enrich children's opportunities for investigations of the natural world, for example, by being involved in planting and growing.

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who attend

Children are very happy and settled. The childminder has a secure underpinning knowledge and understanding of child development and the expected levels of development. She has begun to use 'Development Matters' to further support children's development; however, as yet this is not fully developed. Children benefit from the childminder's detailed planning and assessment systems which incorporate the prime and specific areas of learning. She is proactive in engaging children in their learning through gathering useful information of their individual interests from parents, such as starting points in their learning and their individual needs and preferences. She uses information gained from her observations to plan for next steps in children's learning. As a result, they are making good progress.

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who attend

The environment is organised to ensure developmentally appropriate equipment is easily accessible for children to initiate their own play. The childminder makes adjustments each day to support children's interests and respond to their individual learning and development needs. For example, their interest in trains and a television character is promoted through the use of personalised notepads of the character to practise emerging writing skills or helping them pretend to build a train track to their home.

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who attend

The childminder places a strong importance on promoting children's confidence, communication skills and physical development. She helps to foster children's communication and language skills and form close attachments by singing nursery rhymes and looking at books together. Children have good opportunities to spend time outdoors in the fresh air and play in the garden using a range of equipment, such as bikes, scooters, a trampoline and a slide. However, the outdoor area has yet to be fully developed to inspire children's interest in planting and growing fruit or vegetables, enabling them to learn about the natural world and sustainability. Children's understanding of the world is nurtured as they begin to explore and observe features of the local environment as they walk to and from school and visit parks to feed the ducks. The range of resources and opportunities to celebrate festivals is enhanced as children try different foods they have

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who attend

bought from cultural food shops. As a result, children's developing understanding of a diverse society is fostered.

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who attend

The childminder has a sound knowledge of promoting equality of opportunity and ensures all children and their families are valued and respected. She is bi-lingual and has strategies in place to support children who speak English as an additional language to help foster their language skills while in her care. The childminder communicates extremely effectively with parents and gives them every opportunity to become involved in their child's learning at home. Daily discussions and communication sheets provide parents with information about their child's care routines, meal plans and activities. Detailed information is given to keep them informed about their child's achievements and progress by using learning journals with photographs showing children's enjoyment during activities. The childminder values the views of parents in this process to make sure each child achieves well. Written progress reports give parents an overview of their child's development and include the

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who attend

planned next steps for their learning. The childminder recognises the importance of smooth transition arrangements for the children's next phase in their learning by establishing links with other providers, local nurseries and schools. She actively supports parents to ensure continuity in children's care and learning and makes them feel secure.

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

Children enjoy a warm and caring relationship with the childminder and this is evident through their play and explorations. For example, children happily move around the childminder's home and enjoy choosing resources to play with, which promotes their confidence and independence. The childminder is very knowledgeable about children's individual needs and unique personalities. Children respond well to the childminder's calm and patient character. She sets, explains and maintains clear, reasonable and consistent limits and helps children understand their wishes may not always be met. For example, when they do not want to leave her care and go home with parents. The childminder acknowledges their achievements with lots of praise and encouragement. Gentle reminders during play help children understand about being kind to each other and taking turns. The childminder works closely with parents to ensure the routines she follows with

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

each child are familiar and comforting. She plans effectively by providing activities to meet each child's interests, ensuring they have plenty of attention and one-to-one time. This helps them feel special and develops their confidence and self-esteem.

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

Children's individual health, physical and dietary needs are effectively met and are well documented and understood by the childminder. Children learn about healthy lifestyles and follow good hygiene practices as the childminder supports them to wash their hands at appropriate times during the day. She coaxes them during play to use their big arm muscles to dismantle the train track and tidy it away. The childminder is vigilant about children's safety and she supervises them well at all times. She encourages children to learn how to keep safe in the home by practising fire evacuation drills or on outings practising crossing roads safely and holding hands when feeding the ducks.

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provision

The childminder is well organised and has a detailed, informative range of policies and procedures in place which underpin her good practice. Policies are shared with parents to ensure they are clear about how the provision operates and the childminder's responsibility regarding the safeguarding and welfare requirements. The premises are safe and secure, and systems are in place to regularly update the risk assessment to include any new resources and equipment. Access to the premises is secure and monitored through the use of a visitors' book. The childminder has a very clear understanding of child protection issues and is confident about the procedures to follow in the event of a concern about a child in her care. All of the required documentation and parental consents are in place, and stored safely in a locked unit to ensure confidentiality. All children benefit from good levels of care because the childminder ensures they feel safe, achieve well and

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provision

The childminder uses her good knowledge and understanding of the learning and development requirements well. She knows how children learn and involves them in a wide range of good quality learning activities. She realises that planning, observation and assessment are an integral part of her service to help children make good progress in their learning. Observations and parental discussions are used to plan effectively for the children's next steps in their learning, with a strong focus on the prime areas of learning. She incorporates the specific areas of learning to support children's emerging needs and interests.

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provision

Systems for monitoring and evaluating practice are in place. The childminder is proactive in identifying her strengths and areas for development. She has taken on board the views of parents and children within her documentation to clearly demonstrate how she is intending to maintain continuous improvement. The childminder has identified a training course she would like to attend relating to behaviour management and also to continue to improve and update the learning environment and her documentation, skills and knowledge.

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provision

Partnerships with parents are very good as the childminder gives them excellent opportunities to become involved in their child's progress. Communication is a prime focus for the childminder with regard to children's well-being and achievements. She actively encourages parents to be involved in their child's learning at home and shares daily information about their child's achievements. Parents' views are valued and sought through the use of questionnaires. Parents' comments are positive about the setting; they are extremely pleased with the care their children receive and feel supported by the childminder. The childminder has a clear understanding of the importance of working in partnership with external agencies to ensure appropriate interventions for children who may need additional support.

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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 EY421349 Local authority Birmingham Inspection number 797464 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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Name of provider

Date of previous inspection Not applicable

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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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