Childminder in Birmingham

Inspection date

Previous inspection date 23/11/2012 24/03/2009

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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

 The childminder provides a wide range of activities that promote children's learning well. Children enjoy activities and take delight in exploring their environment as they take control of their play and maintain concentration.  Children are happy and form strong relationships with the childminder and their peers. They are gaining a clear awareness of keeping safe, are very well behaved and the transition to other settings is managed well.  The childminder has a secure understanding of safeguarding procedures and this ensures that children are competently protected. She works well with parents and other providers to ensure that children's care and learning needs are effectively met.

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It is not yet outstanding because

 The review of practice and the provision is not sufficiently rigorous to identify all priorities for change. The views of parents, children and the childminder's assistant are not always obtained to influence how changes can be made to benefit children's care and learning more effectively.

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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 dining room extension.  The inspector looked at children's records and other documentation.  The inspector held discussions with the childminder during observations.  The inspector read letters written by parents.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, two adult children and one child aged 11 years in the Billesley area of Birmingham. All of the ground floor of the childminder's home is used for childminding. There is a fully enclosed area available for outside play.

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Information about the setting

The childminder attends playgroups and regularly takes children to activities at the local children's centre. She takes children to, and collects them from local schools and pre- schools. The childminder works with an assistant and currently has 11 children on roll. Six are in the early years age group and attend for a variety of sessions. Five children of school age also attend before and/or after school. The childminder is open from 7.15am to 6.15pm all-year-round from Monday to Friday, except for family holidays agreed in advance.

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

 review the quality of the provision further to identify all strengths and priorities for improvement and involve parents, children and assistants in making changes that benefit the children.

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who attend

The childminder has a clear understanding of the importance of the prime areas of learning and implements activities to promote children's development accordingly. The childminder talks constantly to children and this promotes their language skills well. She names items using words with which they are familiar, such as 'eggs'. She also introduces new words to extend their vocabulary and children repeat the word 'pies' several times, sounding it out clearly. The childminder provides opportunities for children to explore resources during play activities. For example, she gently encourages them to fit eggs into boxes. This helps them to develop exploratory skills and enables them to solve simple problems. The childminder consistently praises the children for effort and as a result, their self-belief is promoted and they persist with activities.

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who attend

The childminder allows time for children to develop their skills and they become actively involved and engrossed in play. This means that children take control of their play activities and remain fully focussed, for instance, as they engage in mark making. She also oversees her assistant's practice to ensure children receive consistency in their care and learning. They scribble contentedly on paper and choose crayons of different colours. They listen as the assistant talks to them and answer intermittently whilst maintaining concentration. Consequently, children have the freedom to develop their play whilst experimenting with a wide selection of crayons.

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who attend

When children start in the provision the childminder obtains relevant information about what they know and can do. She discusses aspects of development with parents and how to support children most effectively. She then plans specific activities to promote their development such as taking them to stay and play groups. As a result, they are beginning to gain confidence in playing alongside their peers while also socialising within a wider circle of children. This gives them skills to support their readiness for school. The childminder provides challenge for children to develop their skills and to use new resources. For instance, she offers gluing sticks that allow children to spread glue independently. This means that they have opportunities to develop good control while they spread glue that is in a solid form.

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who attend

The childminder regularly observes children's play to identify their skills. Progress charts clearly identify children's skills across all areas of learning and tracks their development. The childminder reviews activities and planning to ensure that they meet the needs of the children and provide challenge. As a result, children are making good progress overall in relation to their starting points. Progress checks and assessment to date is shared with parents who write their comments to feedback their views on their child's skills. The childminder uses a wide variety of methods to promote children's learning, for example, by providing a good balance of adult-led activities and child-initiated play. She consistently provides opportunities for children to explore their environment and they are developing effective skills in learning.

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

The childminder offers a settling-in period to meet children's needs, allowing them time to feel comfortable and form relationships with herself and others. As a result, they are happy in the childminder's home. She obtains information from parents about their care routines and follows their established patterns for sleep, rest and meals. Consequently, children are at ease due to the familiarity of routines and this ensures a smooth transition from home into the childminder's care. The childminder has offered care to the children over a considerable period and she knows them well. She is sensitive to their needs and responds promptly if they are tired or fractious. On such occasions they cuddle against her whilst watching favourite television programmes, which she uses selectively. The calming effect of such contact soothes them immensely before they move on to other activities. Children are very well behaved and play contentedly with friends. They are clearly learning

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

to take turns and share good quality resources which are accessible at their level. This also means they are effectively supported to develop independent skills and to respect others.

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

Children frequently walk to local venues, such as the park, where they have opportunities to learn about the world as they see a wide range of animals. The childminder carries out daily checks of the premises to ensure all potential hazards are minimised, to ensure children are kept safe in her care. She clearly explains why they should not climb onto chairs and they are effectively supported in learning how to keep safe. Parents provide lunch boxes of healthy foods which are supplemented by the childminder if necessary. Care arrangements are competently implemented because the childminder ensures that all procedures contribute positively to children's good health. As a result, their well-being is skilfully promoted.

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

Weekly outings to the local children's centre and childminding groups help children to gain an awareness of other environments. They are developing a sense of the community and maintain the feeling of security as they play near the childminder at all times. Therefore, children develop confidence and learn to take different experiences in their stride, which prepares them for their eventual transition to school. All children who leave the childminder's care are provided with copies of their learning journal so that information important for the smooth transition to another setting, is shared.

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provision

The childminder is knowledgeable about the learning and development requirements and is developing confidence in her use of 'Development Matters in the Early years Foundation Stage'. She reviews her planning and the assessment of children's learning and discusses with her assistant planned and provided activities, to ensure children's good progress overall. She is aware of the two-year-old progress check and is planning for a suitable time to complete this record. The childminder has a secure understanding of procedures to be followed if she has concerns about possible abuse. She shares policies with parents to ensure they are clearly informed about her responsibility to protect the children in her care. The childminder regularly checks what her assistant does and gives guidance on how to support children's care and learning suitably. Professional development is maintained through courses which the childminder and her assistant attend. Regular contact with

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provision

other childminder's and attendance at the children's centre contributes positively to the childminder's knowledge and understanding of changes in the Early Years Foundation Stage requirements. This helps her to promote children's learning more effectively.

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provision

The childminder looks at her practice and identifies some areas for improvement, for example, ways to extend her planning. However, the review does not include the views of the parents, children or her assistant. As a result, she is not informed about their ideas for changes to the provision in order to further improve the care and learning provided for children. In other respects, a strong partnership with parents contributes successfully to children's well-being. The childminder works closely with parents to promote children's development, for instance, behaviour management. This provides consistency in their experiences at home and within the setting. Effective methods are used to maintain communication with parents. For example, on a daily basis the childminder records information about children's experiences in a book for parents and she discusses issues that arise. All parents comment favourably on the high standard of care offered and the

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provision

The childminder takes the initiative to work in partnership with other early years settings. She provides progress records for children who start nursery and actively seeks information about planned activities which she complements in her own provision. She obtains information about subjects covered in reception classes and often supports children with homework. The childminder provides a good quality of care and learning to meet children's individual needs.

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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 EY222164 Local authority Birmingham Inspection number 819570 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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