Childminder in Birmingham

Inspection date

Previous inspection date 13/12/2012 Not Applicable

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder has insufficient knowledge of the seven areas of learning and the educational programmes to promote quality and consistency and effectively support children's learning and development.  Observations are not used effectively by the childminder to understand children's level of achievement, interests and learning styles. Activities are not planned to shape learning experiences for each child reflecting those observations, or to ensure that parents are engaged in this process.  Children do not have access to a stimulating range of resources relevant to their individual needs. This means they easily become disinterested and bored.  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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It has the following strengths

 Children recognise and value the importance of all languages spoken within the setting.  Children readily snuggle up to the childminder who responds with loving gestures and soothing words to help children feel reassured.

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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 had discussions with the childminder.

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Inspection activities

 The inspector looked at policies and procedures including safeguarding and complaints.  The inspector observed the childminder's engagement with children.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in Balsall Heath, Birmingham. The whole of the ground floor is used for childminding. There is a fully enclosed garden available for outdoor play. The childminder works with an assistant.

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Information about the setting

The childminder has completed training including first aid. She attends a childminding group and is part of the local childminding network. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, one is in the early years age group who attends for a variety of sessions. Two are school-age children who attend before and after school. The childminder is open all year round from 6am to 10pm, Monday to Sunday, except for family holidays.

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must:

 implement effective procedures for supporting children's learning and development by; developing knowledge of the seven areas of learning and the educational programmes to promote quality and consistency so that every child makes good progress and no child gets left behind  use the Early Years Foundation Stage supporting guidance effectively and accurately to observe and understand children's level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations; ensure that parents are engaged in this process and use observations that parents and carers share  ensure that there are a stimulating range of resources relevant to children's individual needs so that they have rich learning opportunities through play.

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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 has a limited knowledge of the revised Early Years Foundation Stage learning and development requirements. This means she has difficulty in being able to observe, assess and plan educational programmes effectively to support children and help them make progress across all areas of learning. The childminder is aware of the prime areas of learning and carries out some basic observations using supporting guidance from the previous Early Years Foundation Stage framework. These are recorded on weekly progress sheets. A scrapbook includes photographs of children engaged in play, supported by a description of what the children are doing, rather than what they are learning. Daily diaries occasionally record something children say or do and the childminder endeavours to make links to the current Early Years Foundation Stage supporting guidance in an attempt to assess the learning taking place. However, the childminder's lack of

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who attend

understanding regarding child development means that she has unrealistic expectations of what children should be achieving. This in turn impacts on her ability to inspire and support children during activities.

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who attend

There is a lack of coordination in the way information is gathered and it is not used effectively to support children's learning and development. Information is not obtained from parents regarding children's starting points. Therefore, the childminder does not have sufficient or accurate information to build on children's interests and plan appropriate activities to support their learning and next steps. She does not provide children with a challenging environment and resources are extremely limited. This means that activities are often repetitive and children become disinterested and bored.

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who attend

Despite her lack of understanding, the childminder is keen to promote children's personal, social and emotional development. She builds up children's confidence gradually so that they become comfortable with other adults in the household. Visiting social groups helps to develop children's confidence further and enable them to enjoy the company of, and learn from others. The childminder is aware of children's early attempts at communication, for example, babbling and making sounds with their voices in social interaction. The childminder 'tunes in' to the messages children try to convey and sounds out familiar words to reinforce their pronunciation. The childminder uses her own language, children's first language and English to communicate, ensuring that she and the children recognise and value the importance of all languages spoken within the setting. She further promotes language through action rhymes and song. Children enjoy 'round and round the garden' as

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who attend

the childminder tickles their palm and they hunch up their shoulders and giggle when tickled. The childminder encourages children's attempts to become mobile such as crawling. She puts toys out of reach and around the room so that children are eager to reach these. As children become more active, walks become a regular feature. Children hold on to the childminder's hand as they develop their balance and coordination.

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

The childminding environment is not yet a challenging space for children. There are very few resources available and these fail to stimulate and maintain children's interest. The lack of choice 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. The childminder is beginning to use local groups such as 'Stay and Play' at the local children's centre to enable children to socialise with other children. This helps to provide some variety to the children's day, whilst also helping with their socialisation, as they engage and mix with others. In addition, these groups assist the childminder in gaining skills and confidence in understanding how children learn through play.

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

The childminder welcomes parents and carers into the setting, taking time to discuss their child's care and play routines each day. She finds out about the signs or words babies use, noting any words in their home languages to communicate greetings or what they want. A well planned induction process ensures that children feel safe and secure in the setting as the childminder establishes warm, caring relationships. Children are given lots of love, cuddles and comforting words to develop their confidence. They find comfort in being able to touch and stroke the childminder's face and give her kisses which are returned. This helps them to establish close bonds with the childminder and ensure their emotional needs are met. Children clearly express their feelings through signs, gestures and vocally, for example, tugging at the childminder's clothes when wanting to be picked up or crying when tired. The childminder responds by giving them a warm drink and then settling them

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

Young children learn from an early age about appropriate hygiene procedures. They are helped to make associations with good practice, for example, the childminder wipes a child's nose with a tissue when necessary. Children like to splash and play with the bubbles when the childminder washes their hands before they eat their meals. Children eat finger foods to promote their control and coordination as they feed themselves and their self-care skills are gradually promoted as they learn how to drink from a cup. Children are encouraged to develop a positive attitude to exercise from an early age. They have regular fresh air as they go for walks and visit the park to play on the swings. However, whilst the childminder is keen to promote children's safety, she does not have a sufficient understanding of child development to always manage this well. For example, rather than supervise and enable young children to handle and use suitable crayons, the

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

childminder does not provide these at all, as 'they put them in their mouths'. Therefore, children do not learn about safety through appropriate role-modelling.

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provision

The childminder has a limited knowledge of the revised Early Years Foundation Stage learning and development requirements. Educational programmes are not planned for and those activities that are available do not have sufficient depth and challenge to motivate, interest or challenge children. This means that children are not effectively supported to make progress in all areas of their learning.

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provision

A daily exchange of information with parents ensures that children's care needs are met. However, the childminder does not have detailed discussions with parents about their child's starting points or include them in identifying their child's next stage of learning. This limits opportunities to fully engage parents and ensure that individual children's needs are met. Whilst not currently applicable, the childminder is aware of the importance of establishing positive links with other practitioners to share information and to prepare children for their transitions.

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provision

Through discussion it is evident that the childminder is keen to develop and improve the service she provides, although she is not yet confident in monitoring her own practice accurately and independently. She has not looked critically at the resources to ensure they are sufficient, stimulating and meet children's needs. However, she is in regular contact with the local authority, who help in identifying areas for improvement. Observation, assessment and planning has been prioritised, so that the childminder can begin to use these effectively and consistently to support children's learning and development. The childminder is keen to attend training and recognises this as key in enabling her to develop her confidence and competence so that she can deliver the Early Years Foundation Stage successfully.

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provision

The childminder has a clear understanding of safeguarding children; she is aware of the possible signs and symptoms of abuse and who to report any concerns. An effective safeguarding children policy is in place and the childminder demonstrates how this will be implemented should the need arise. The childminder ensures that all adults living on the premises have Criminal Record Bureau checks to confirm they are suitable to have contact with children. Risk assessments are undertaken and regularly reviewed to ensure that any hazards are identified and minimised so that children can play in a safe environment. The childminder is particularly mindful about children's safety when travelling in her car. She ensures that she fills it up with fuel before children arrive and that when they go out, she has a fully charged mobile phone and first aid kit with her.

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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 EY430011 Local authority Birmingham Inspection number 788595 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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: 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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