Childminder in Birmingham

Inspection date

Previous inspection date 20/11/2012 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 access a good range of activities to promote their interests and learning. They are confident to initiate their own play and enjoy activities planned by the childminder.  Children build secure attachments with the childminder and good, warm and caring relationships are evident. This means children are confident in engaging in learning through play.  Children are happy and secure in the childminder's setting. They form good relationships with her and her family. These relationships are promoted and encouraged through the childminder's clear settling-in procedures.

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It is not yet outstanding because

 The assessment arrangements to ensure children's progress and development is clearly identified are not yet fully effective.  Systems for evaluating the impact of the practice are not yet fully in place, and the views of parents and children are not used to inform the process.

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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 sampled the childminder's records and discussed safeguarding issues.

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Inspection activities

 The inspector spent the majority of time observing the childminder and the children in the living room and playroom of the childminder's home.  The inspector viewed the rooms on both levels of the house used for childminding.

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Information about the setting

The childminder was registered in 2012. She lives with her partner and child aged four years in Stirchley, Birmingham. All areas of the property are used for childminding except for the childminder's bedroom. There is a fully enclosed garden available for outdoor play. There are a few small steps into the property and there is a first floor toilet. The childminder is able to take and collect children from local schools and pre-schools. The family has a dog and a cat.

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Information about the setting

The childminder currently has four children on roll in the early years age range all of whom attend part-time. The childminder is registered on the Early Years Register and compulsory and voluntary parts of the Childcare Register. She is a member of the National Childminding Association.

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

 strengthen assessment arrangements to ensure children's progress and their future developmental needs are clearly identified

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

 extend the process of self-evaluation to take account of the views of children and their parents to inform and drive further improvement.

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who attend

The childminder has a good knowledge and understanding of the seven areas of learning and offers a varied range of activities to challenge children. This effectively promotes their learning and development as they move around the house choosing what they play with. The home is organised very well and provides a fun place for children to play and explore. Appropriate activities and resources are all at the children's level which supports their independence and fosters their exploratory nature. Children plant scented herbs which they taste and smell. They use the light box to explore colourful objects and stick puppets of bats and spiders made for Halloween. Children enjoy playing with the small world toys, wild and farm animals, lining them up in a row. The childminder uses this opportunity to introduce counting and sorting as she asks a child, 'How many zebras are there?', and 'Can you find a baby zebra?' When children use new words the childminder records these

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who attend

in their daily diary to share with parents. Children are supported well with their speech and language by the childminder who repeats simple words, encourages them to repeat new words and speaks slowly and calmly so children can hear each word being pronounced clearly. The childminder provides a range of books for children to independently use and she reads to children pointing out objects and pictures to encourage verbal communication effectively.

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who attend

The childminder is warm and loving which fosters very positive relationships with the children she cares for. Using her previous experience of working as an assistant she ensures that she gets to know each child in her care well. This ensures that individual needs are identified, discussed with parents and built into the daily programmes. For example, where a child shows advanced physical skills for climbing, opportunities are created to visit 'Lickey Hills' to test out confidence and skills on larger more complex equipment. The childminder knows each child's character well and plans accordingly. Children regularly attend local groups and look forward to going to a nearby soft play centre. Children use their imagination well as they access the role -play kitchen, using play food and other role-play equipment. They have many dressing-up costumes which they use as they pretend to be super heroes or soldiers and enjoy dressing in saris.

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who attend

The childminder has a good understanding of how children learn and the observation, assessment, and overall planning processes are generally secure. She refers to the guidance document, 'Development Matters in the Early Years Foundation Stage' as a tool to track children's progress. However, the assessment systems to ensure she is able to successfully identify children's progress and their future developmental needs, are not yet fully effective. The childminder involves parents well in their children's learning. She records their daily activities and takes photographs of children engaged in play throughout the week to share with parents. The childminder uses daily activities to make it fun for children. Together they create a map of their journey to and from school, noting interesting landmarks and playing games, such as tiptoeing past the ornamental sleeping fox in a garden, stepping on cracked paving and walking on a cobra tree laying on the

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

The childminder has a warm and affectionate manner which helps children to settle quickly and feel confident in her care so they form secure attachments. Children are quickly absorbed in purposeful play and the childminder is alongside children at all times, playing and chatting. She creates a well-resourced environment that supports children's development. The childminder knows the children's care needs and involves the children in making decisions. For example, after waking the childminder asks a child if he would like to eat straight away or play for a while. This means that children can gain skills in self- awareness and independence.

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

Children are valued and the childminder helps them to feel good about themselves, because she gives consistent support, praise and encouragement. They are encouraged to form good, warm and caring relationships with each other and to share and take turns. Through the childminder being a good role model and through consistent routines, children learn about appropriate behaviour and the importance of being kind and considerate to others. The childminder promotes children's health well and has a good knowledge and understanding of the importance of healthy eating. She offers a variety of nutritious meals and snacks and provides parents with daily information about what children have eaten. Through effective routines, such as hand washing, or using wipes, children are learning about good hygiene practices and develop self-care skills, which help prepare them for the transition to school. Children have regular opportunities to be active

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

when walking from school or going to the local park. The childminder ensures they understand about their own safety through discussions about stranger danger and practising road safety.

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provision

Children are well protected because the childminder has a good knowledge of safeguarding procedures. She is well informed about child protection and has the appropriate contact details available should she be concerned about a child in her care. All household members are suitably vetted. The childminder supervises children carefully, which keeps them safe from harm. The childminder conducts careful risk assessments of the home and makes sure precautions such as, safety gates are in place so that children can play safely. Children grow in confidence and independence as they move around the safe, well-organised environment. They help themselves to a good range of age- appropriate resources and play materials that are easily accessible in the play room. Children gain an understanding of risks and how to keep themselves safe. For instance, they help tidy away the toys so that no one trips over them. The fire drill procedures are

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provision

displayed and discussions about fire safety ensure children they know what to do in an emergency.

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provision

The childminder is working to develop her knowledge of the revised Early Years Foundation Stage further. She uses aspects of observation and assessment of children's progress to gauge their levels of enjoyment and progress. She has not yet fully utilised comments and views from children and parents in this process to further identify and develop the quality of practice. The childminder has good relationships with parents and keeps them well informed. Parents have access to a wide range of useful policies and procedures and the childminder provides daily feedback. The childminder understands the importance of partnership working and has a positive attitude to working with others in the best interests of each child. She regularly liaises with the reception teacher and shares information about children's interests as well as their progress and development. This means she can provide complementary experiences and activities that ensure children

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provision

benefit from consistent and coherent care.

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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 EY446105 Local authority Birmingham Inspection number 800743 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 4

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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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