Childminder in Birmingham

Inspection date

Previous inspection date 10/12/2012 14/01/2011

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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 enjoy dancing to music, playing outside and splashing in puddles, helping to promote their physical development.  Children readily snuggle up to the childminder, who responds with loving gestures and soothing words to help them feel reassured.  Children make choices at mealtimes, for example, selecting their own fruit. This enables them to express their preferences while eating a healthy diet.

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It is not yet good because

 The childminder is not aware of her responsibility in reviewing a child's progress when they are aged between two and three to provide an accurate assessment of their learning and development.  Planning for the educational programmes is not consistent to ensure that children get the best from activities or that the identified next steps for their learning are fully implemented.  Resources are not always stored and presented as well as they could be. This restricts children in being to develop their own ideas and ensure that their learning is fully supported and extended.  The childminder does not make accurate use of reflection to critically analyse and assess the quality and impact of the provision in supporting children's learning and development or involve parents in this 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 observed activities in the two main areas downstairs.

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Inspection activities

 The inspector spoke with the childminder about her routines and activities with children. The inspector also spoke to the childminder's assistant.

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Inspection activities

 The inspector looked at policies and procedures including safeguarding, complaints and risk assessments, children's records, the childminder's self-evaluation form and children's learning journals.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, three adult children and two younger children aged 15 and seven years in Saltley, Birmingham. She uses the whole of the ground floor and the rear garden for childminding. At times, the childminder works with an assistant. She visits the local shops and park on a regular basis and collects children from the local schools and pre-schools.

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Information about the setting

There are currently five children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 8pm Monday to Friday, except for family holidays.

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Information about the setting

The childminder holds a recognised early years qualification. She is a part of a recognised childcare network and member of the National Childminding Association. She regularly attends a local childminding group.

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must:

 develop a secure understanding of the progress check at age two, its purpose, who is responsible for undertaking the check and when it should be carried out.

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

 ensure the educational programmes are planned effectively so that children fully benefit from the learning opportunities available and their next steps for learning are supported. Provide further opportunities for parents to contribute to this process

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

 ensure resources are accessible and well presented so that children have choice and can develop their own thoughts and ideas

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

 make accurate use of reflection and include the views of parents, to critically assess the impact of the provision in supporting children's learning and development.

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who attend

The childminder is developing her knowledge of the learning and development requirements. She is aware of what children in her care can do and has a satisfactory understanding of child development. She establishes children's starting points, in consultation with their parents, and this enables her to generally support children and help them make progress. The childminder uses available guidance, for example, the 'Development Matters for the Early Years Foundation Stage' to assess some of the learning taking place, linked to children's developmental stages. However, she does not plan educational programmes so that children gain optimum benefit from activities and ensure that identified next steps are consistently followed up.

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who attend

Children make effective use of all areas, for example, using the open space in the hall to construct and build. Young children sit on the floor as they attempt to make towers and structures with the blocks. As the tower becomes taller, they stand up so that they can reach the top. This helps to develop their hand-eye coordination and small muscle skills. They enjoy placing objects in and out of bags and the childminder engages in their play. She asks children to find an apple or carrot to place in their bag. She gently corrects children when they are unsure, helping them to find the right fruit and vegetables, while reaffirming what these are. Children attempt to repeat the word, helping to build up their vocabulary. The childminder encourages their independence and provides opportunities for them to do things for themselves. From an early age, children enjoy solving their own problems, for example, spinning the top of a circular seat to adjust the height. They twist

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who attend

it one way and then the other, until they can sit comfortably.

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who attend

Children have plenty of fresh air as they walk to and from school, while observing the world around them. Young children pick up clumps of grass and handfuls of bark to explore how they feel, and the childminder extends this within the home environment. She provides different materials for children to experiment with, such as gloop, rice, pasta and flour, so that they can explore and compare textures further. Children play in the garden and enjoy running around, kicking and throwing balls. The weather does not deter them as they put on their wellington boots and splash around in puddles. Children also enjoy action rhymes, music and dance. This helps to develop their physical skills as they move their bodies in different ways. Children use a camera on their travels and know which buttons to press to take a photograph. Sometimes their intended object is not caught in the view finder as they had hoped, for example, they are disappointed to see the top of an

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who attend

umbrella rather than a picture of their friend. However, they gradually learn how to focus correctly, helping them to grasp how things work.

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who attend

While children do not currently attend other early years settings, the childminder has transitional documentation in readiness so that she can share what she knows about the children in her care with other practitioners. This will help to provide consistency of care and learning. However, she is not aware of her responsibility in reviewing children's progress when they are aged between two and three. This means that the childminder may not be able to provide an accurate assessment of a child's strengths or identify where further support may be needed.

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

Children feel safe and secure in the setting as the childminder establishes warm, caring relationships. She reassures children, particularly when they are faced with new situations, such as an unfamiliar person in the setting. She provides cuddles and soothing words until they feel confident to get down from her lap and explore their surroundings. They move from room to room, selecting resources from those available and happily engage in their play. As children become familiar with their environment, outings in their community enable them to observe what is happening around them and gain an understanding of their world. Regular attendance at local community groups helps with children's socialisation as they engage and mix with others.

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

Positive relationships are established with parents from the start of their child's placement. The childminder obtains information regarding children's likes and dislikes so that she can plan for their daily routine accordingly. This helps to ensure that their individual needs are met and their well-being is promoted. Children are able to play with resources which are planned for by the childminder. However, these are not always stored and presented as well as they could be, for example, building blocks, books and play food are put together. In addition, other available resources are stored in a shed outside. This inhibits children from making informed decisions about which toys and resources to use to develop their own ideas and ensure that their learning is fully supported and extended.

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

Clear routines and boundaries are established and children quickly become familiar with these, for example, they take off their shoes when they enter the childminder's home. They know that they must respect the toys and furniture by using them appropriately, for example sitting on chairs rather than jumping on them. They learn that this also helps to promote their safety. Children clearly express their feelings through signs, gestures and vocally. The childminder responds to these so that their needs are met, for example, a child pulls out a chair at the colouring table and sits down. She points to the crayons and the childminder passes these to her and watches as she makes marks on the paper. Children learn from an early age about appropriate hygiene procedures. They are helped to make associations with good practice, for example, wiping runny noses when necessary and washing hands before meals. A range of healthy finger foods promote young

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

children's control and coordination as they feed themselves and their self-care skills are gradually promoted as they learn how to use a spoon competently. Lots of outdoor play is encouraged, ensuring that children get regular fresh air and physical activity. This helps children adopt a healthy and positive attitude to exercise through play.

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provision

The childminder has a clear understanding of safeguarding children, ensuring her knowledge is up to date through regular training. She is aware of the possible signs and symptoms of abuse and who to report any concerns to. An effective safeguarding policy is in place and the childminder clearly demonstrates how this would be implemented should the need arise. Risk assessments are in place and regularly reviewed to ensure that any hazards are minimised. Children are fully aware of what to do in the event of a fire as drills are practised on a monthly basis. The childminder ensures that all adults living on the premises have Criminal Records Bureau checks to confirm they are suitable to have contact with children. This ensures children's safety is promoted. The childminder continues to develop her knowledge of the revised Early Years Foundation Stage. However, her understanding is not yet robust in order for children to consistently

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provision

The childminder keenly embraces training to keep abreast of current issues in the early years. She also attends a local childminding support group where information and practice issues are discussed and shared. She receives regular visits from the local authority, who help in identifying and prioritising areas for development; for example, she is currently looking at how planning can be used effectively to support children's learning and development. However, she is not yet confident in monitoring her own practice accurately and independently. She has not looked critically at the way in which she stores and presents resources to make them attractive and appealing and stimulate children's interests.

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provision

A daily exchange of information with parents ensures that children's care needs are met. However, they do not regularly contribute to their child's learning journal. The childminder has yet to provide opportunities for parents' views to be understood and considered in order to promote change and improvement so that children are consistently challenged and supported. The childminder is aware of the importance of establishing positive links with other practitioners for consistency in children's learning and development and to prepare children for their transitions.

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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 EY347922 Local authority Birmingham Inspection number 820829 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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: 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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