Childminder in Solihull

Inspection date

Previous inspection date 23/11/2012 04/06/2009

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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

 The childminder interacts well with children. She engages with them and shows interest in their play as she asks appropriate open-ended questions to stimulate their thinking.  Children develop their communication and language skills through regular conversations with the childminder. They develop their vocabulary and language as they name the toys when playing with them.  The childminder provides a suitable range of toys and equipment of children's choice to help and support their learning and development.

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It is not yet good because

 Observations and assessment is currently in the early stages. As a result, the information gained is not always used to inform future planning or to fully support children in taking the next step in their learning.  Continuity in children's learning is not fully promoted as information is not exchanged with parents or others early years providers.  The current process of self-evaluation is not sufficiently robust because it does not identify all areas for development or include children's or parents' views.

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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 compulsory part 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 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 journeys, documentation, children's records and a selection of written policies.  The inspector looked at other areas, such as the kitchen, garden and bathroom.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two adult children in the Castle Bromwich area of Birmingham. The whole of the ground floor and the rear garden are used for childminding. Bathroom facilities are available on the first floor and access to the front entrance of the childminder's home is via a low step.

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Information about the setting

The childminder has a level 2 qualification and attends a childminder group at the local children's centre. She visits the local shops and park on a regular basis. The childminder takes and collects children from the local schools and pre-schools.

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Information about the setting

There are currently nine children on roll, of whom four are in the early years age group and attend for a variety of sessions. The childminder also cares for older children. She operates all year round from 7am to 6pm Monday to Friday, except for Bank Holidays.

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must:

 make use of ongoing observation and assessment of each child's progress against all seven areas of learning, taking account of 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:

 develop a two-way flow of information with parents and other settings, such as the nursery and school, by sharing information on children's progress to promote continuity in their learning

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

 extend and more accurately target self-evaluation so that it effectively highlights areas for improvement and takes into account the views of parents and children.

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who attend

The childminder supports children well as she interacts with them and joins in with their play. She constantly talks to them, introducing language and asking appropriate questions to encourage their thinking. For example, the childminder plays with a train set with a younger child. She praises him as he constantly repeats the sound of a train and talks about different colour trains, introducing new words, such as red and yellow. Children make connections as they identify the correct sounds for animals. Older children show interest in dinosaurs. They confidently talk about how the T-rex is the biggest dinosaur and that a Diplodocus is a herbivore who eats plants and has a long neck to help reach the trees. This promotes children's vocabulary and knowledge of animals as well as developing their personal interests.

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who attend

Children develop appropriate physical skills and maintain a healthy lifestyle as they use a wide range of equipment in the garden, such as bikes, tents, and a climbing frame. This also promotes their imagination and helps children to take turns and share toys. The childminder informally assesses children's progress and is able to identify some next steps in their learning. However, observations and assessments are not carried out frequently enough to effectively track children's progress. Furthermore, although the childminder identifies some next steps in children's learning, she does not always use this information to inform future planning to extend the progress children make in their learning and development.

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

Children form secure bonds with the childminder, who is warm and sensitive to their needs. Their emotional well-being is fostered well by the childminder, who talks to parents about children's routines and individual needs, which she follows to help them feel secure and settled. As a result, children show appropriate levels of confidence and independence in their play.

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

The childminder helps children prepare for both their transition to nursery and school. For example, she promotes their independence skills as she encourages them to get ready for nursery by putting on their uniform and shoes. Older children prepare for their move to school through discussions and visits, which helps them to become familiar with and settle into their new school environment.

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

Children learn about healthy lifestyles through daily outings to local parks and playgroups. This gives them the opportunity to develop appropriate physical skills, benefit from the fresh air and socialise with other children. A suitable range of healthy snacks and meals, such as fruit and yoghurt, are provided by parents. This ensures that their children's individual dietary needs and preferences are adequately met.

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provision

The childminder understands the known signs that indicate a child may be at risk of harm and has a clear safeguarding procedure to follow in the event of a concern about a child in her care. She has the required records in place to ensure the safety and well-being of the children. Children's safety is further promoted through daily checks of all areas used by them and a written risk assessment which identifies potential hazards in the home. Older children learn about being safe as they learn about road safety on outings, while younger children are securely strapped into pushchairs to promote their safety. The childminder has the required records in place to promote the safety and well-being of the children and to support the management of her childminding provision.

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provision

Adequate partnerships are in place with parents and other carers, such as the nursery and school. However, arrangements have not been made to regularly share information on children's learning to fully support and promote consistency in their experiences across the different settings they attend. Parents receive daily verbal information on their children's care. However, they receive more limited information in relation to their children's learning and development. This hinders opportunities for parents to complement and extend their children's learning at home.

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provision

The childminder has begun to informally evaluate her practice to target areas for improvement. She has identified training that she can attend to extend her skills. However, she does not yet involve parents or children in her self-evaluation process to ensure their views are captured or used to inform changes made for the benefit of children. Systems for monitoring the effectiveness of the educational programme are still under development. As a result, the childminder is not yet fully overseeing children's learning and using information from her observations to plan for the next stage in their learning.

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The Childcare Register

The requirements for the compulsory 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 EY303004 Local authority Solihull Inspection number 820261 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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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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