Childminder in Solihull

Inspection date

Previous inspection date 20/11/2012 26/01/2010

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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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children take part in a satisfactory range of indoor activities and experiences that are suitable for their age and stage of development. They make steady progress in their learning overall.  Children attend regular pre-school groups with the childminder, providing opportunities for them to develop social skills and try out new activities in different surroundings.  Effective communication with the nursery class and school supports the transition process and promotes children's care and learning.

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It is not yet good because

 Observation, assessment and planning for the next steps in children's learning have scope for improvement to ensure children make further progress across the seven areas of learning.  The childminder's self-evaluation has scope for improvement to support the development of the provision. The views of parents and children are yet to be captured as part of the process.  Children are not encouraged to tidy up toys before they take more out. As a result, a gradual build up of toys prevents children from having enough free space to play safely in the home.

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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 main downstairs lounge and dining room.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journals, documentation, and a selection of policies and procedures.

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Inspection activities

 The inspector looked at other areas such as the kitchen and the bathroom on the first floor.

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Information about the setting

The childminder has been registered since 2003. She lives in Solihull with her husband and child aged 10 years. They live within walking distance of the local shops and park. All rooms on the ground floor of the premises and the bathroom located on the first floor are used for childminding purposes. There is an enclosed rear garden available for outside play. Access to the front entrance of the childminder's home is via a low step. The family has two cats and one dog.

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Information about the setting

There are currently six children on roll, of whom, three are in the early years age group. All children attend for a variety of sessions part-time. The childminder is open all year round from 7am to 6pm Monday to Friday except for bank holidays. The childminder cares for older children before and after school. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register.

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Information about the setting

The childminder attends pre-school groups and the local children's centre in the area. She visits the local shops, library and park on a regular basis. The childminder collects children from the local schools and nursery. The childminder is a member of the National Childminding Association and holds a recognised early years qualification.

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must:

 plan, observe and assess each child's progress across all seven areas of learning in relation to their age and stage of development and use this information to identify the next steps in their learning.

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

 devise and implement a thorough self-evaluation process, which includes the views of parents and children, to identify strengths and areas for development

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

 develop children's understanding of being safe in the home by encouraging them to help tidy away toys before they take more out to ensure they have enough free space.

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who attend

Children access a suitable range of activities to promote their language and communication. They look at books alone and in small groups with the childminder which helps develop their vocabulary. Through songs, nursery rhymes and music children develop their imagination and learn new words to help them communicate. They make connections in relation to the pattern of the daily routine. For example, when the childminder asks children to wash their hands, younger children repeat the word 'dinner' several times, showing that they understand what comes next. The childminder asks children questions during their play to stimulate their thinking and conversation. For example, she asks children about the colour of the bricks. Children access a wide range of toys and equipment to promote skills in counting and use construction toys and stacking equipment to learn about colours and shapes. Children dress up in clothes such as saris

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who attend

and princess dresses which promotes their imagination and helps them to express themselves through role play.

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who attend

The childminder has satisfactory relationships with parents and other carers. She gives daily verbal feedback to parents to keep them appropriately informed of their children's progress and the activities they have engaged in. The childminder cares for children who also attend other settings. She talks to parents and teachers on a regular basis to support children and complement their learning. For example, children learn about the Diwali festival at school which the childminder extends as they learn about Rangoli patterns and the story of Rama and Sita. This promotes children's awareness of other cultures and festivals which helps them to develop a respect of the wider world. Children develop suitable physical skills as they use a range of equipment at home and in local parks. The childminder carries out observations on children and talks to parents about their progress. However, she does not always use this information to plan for the next stage in their

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

Children are happy and have close relationships with the childminder who is caring towards them. As a result, they settle well and develop the independence required for their future learning. Children learn to share and take turns with toys and equipment and have their own items which gives them a sense of belonging. For example, children support each other as they find the correct water beaker for themselves and others. Children access a wide range of toys and equipment in the home and help themselves to these. However, they are not encouraged to tidy up before they take more out. The gradual build up of a larger amount of toys impacts on children's free space and also on their ability to move around safety. In other respects, children learn about being safe as they take part in role play activities. At home they wear high visibility jackets and pretend to cross the road. This is further reinforced through daily outings where children identify

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

safe places to cross the road like at the traffic lights.

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

Children develop appropriate self-help skills. For example, they put their coats and shoes on which helps to prepare them for their eventual transition to school. Further procedures to support children's transition to school and other settings, include role play activities, visits, and discussions about starting school. The childminder supports younger children to feed themselves whilst older children develop skills in using appropriate cutlery. Children maintain a healthy lifestyle through daily outings in the community. They develop appropriate physical skills as they play football in the park and use the play equipment such as the slide and swings.

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provision

The childminder has a satisfactory understanding of the safeguarding and welfare requirements and her responsibilities towards the children in her care. She is familiar with child protection procedures and knows what to do if she has concerns about a child. The childminder is aware of her responsibilities in relation to the learning and development requirements. For instance, she has started to monitor children's progress using the development matters guidance. However, her knowledge is less secure with regard to planning, observation and using the next steps for future learning. This means that children's progress is not being fully tracked to ensure they are succeeding in all areas of their learning.

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provision

The childminder provides parents with both daily verbal and written information about their children's progress. Learning journals are accessible to parents which show what activities children have taken part in. This gives parents the opportunity to continue their learning at home. Suitable procedures are in place to share information with other settings such as the nursery and the school which promotes consistency in children's learning and welfare.

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provision

The childminder shows an acceptable commitment to continuous improvement. For example, she has made appropriate use of the support from local childminding groups and children's centres to help her meet the requirements of the revised Early Years Foundation Stage. She has started to reflect on her practice and identify priorities for future development, such as training to develop her childcare skills and knowledge. However, she has not included children and parents in the evaluation process which means they do not have opportunities to contribute their ideas and views to promote improvement.

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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 EY233669 Local authority Solihull Inspection number 889758 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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