Childminder in Birmingham

Inspection date

Previous inspection date 19/12/2012 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

 The childminder is positive and highly supportive in her interactions with the children. Her playful approach enables her to successfully engage with them in their play and learning. This means the children are developing a strong sense of self-worth and confidence in the choices they make.  The childminder knows the children's individual personalities and learning needs well, helping them to feel settled, comfortable and valued.  Children receive consistent, positive support and instructions as they learn to manage their behaviour. The clear messages and reminders from the childminder help them to adapt their behaviour as they learn to share, take turns and involve others in their play.  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.

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It is not yet outstanding because

 There is scope for the childminder to improve the way in which she reflects on her strengths and areas she needs to improve on in order to help assess all aspects of practice and identify priorities for future development and continuous improvement.  The childminder is yet to fully use observations and assessments to inform the planning of activities or extend children's learning.

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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 childminder's house and garden.  The inspector talked with the childminder and the children present.

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Inspection activities

 The inspector looked at the childminder's written policies and procedures and the children's records.  The inspector sampled the childminder's records and discussed safeguarding issues.

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Information about the setting

The childminder registered in 2010. She lives with her child aged 16 years in the Newtown area of Birmingham. The whole of the ground floor and a first floor lounge is used for childminding purposes. There is a fully enclosed garden area available for outdoor play. The premises are accessible via small steps leading up into the house.

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Information about the setting

The childminder is registered by Ofsted on the Early Years Register the compulsory and voluntary parts of the Childcare Register. There is currently one child attending who is in the early years age group. The childminder regularly attends a local playgroup and childminder drop-in group. She holds a degree in early childhood studies.

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

 consistently use observation and assessment to inform the planning of activities to further support children's interests and next steps

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

 strengthen the systems for self-evaluation to help assess all aspects of practice and identify priorities for future development and continuous improvement.

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who attend

Children have an enjoyable and valuable learning experience with the childminder, who has a good knowledge of the different areas of learning. Children have fun in the homely environment where they freely access appropriate toys and resources which cover all areas of learning. They actively engage in purposeful learning experiences as the childminder engages in play with them and asks lots of questions. This challenges children and also promotes their language, communication and thinking skills. During cooking activities, children make chocolate cornflakes and during these the childminder introduces words such as 'crush' and 'crunchy' to describe the sounds of the cornflake mixture. Children's early reading and writing skills are developing well. They have daily access to a variety of writing implements and participate in a range of messy play and craft activities. This means that they have numerous creative opportunities to begin to make marks. They

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who attend

are well supported by the childminder, who allows them time to explore and offers further support and encouragement. For example, during story time children sit and listen attentively to their favourite story. They recall the events of the story well, as well as naming the characters.

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who attend

Children develop independence with the childminder as they are able to carry out a range of tasks for themselves. They peel their own fruits at snack time and put their own coats on to go outdoors. They enthusiastically approach the childminder when they need help or reassurance, for example, when they struggle to put their wellies on or take them off. Children develop effective social skills from an early age and play contentedly alongside and with one another, especially when playing catch outdoors or waiting for their turn on the paint easel. The childminder is secure in her awareness of how to support young children's learning and supplies a good range of focused activities to enhance their development. For example, children play with dried pasta and sand to develop their sensory skills. They have access to musical instruments and enjoy dancing and moving as they sing action songs.

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who attend

The childminder encourages children's personal, social and emotional development. She engages with them to talk about and recognise their feelings, and photographs of them are used to explore their emotions. Children also enjoy looking at photographs of themselves which are taken for their place mats and coat hangers. Children behave very well as the childminder acts as a good role model for them. She is calm and relaxed and offers lots of praise and encouragement to promote their confidence and self-esteem. For example, she asks for help to put the toys away before snack time and turns this into a game by saying 'who's going to be faster?' She offers praise for their efforts. Communication with parents is good as the childminder gives verbal feedback at the end of the day. She finds out about children's starting points to support them to settle. Her observations of the children are used to plot their progress; however, she is yet to use the

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who attend

information sufficiently to inform the planning of activities in line with their interests and next steps. Although children make good progress, their learning is not extended further.

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

Children relate well to the childminder and show they feel safe, settled and secure in her care. This also helps children to form secure emotional attachments with the childminder so they feel confident as they explore their surroundings. Children behave very well as they learn to share, take turns and be kind to each other. They demonstrate confidence and self-esteem as they enthusiastically explore and actively investigate their environment. They start to learn about keeping themselves safe as they are involved in regular evacuation practises, so they understand what to do in an emergency. They learn about the dangers of crossing the road and the childminder lets them press the button at the crossing before together waiting for the 'green man'.

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

Children are developing a clear understanding of good personal hygiene and healthy lifestyles through consistent routines. They are encouraged to see to their own self-care, such as washing their hands after activities, playing in the garden or using the toilet and before meals. The childminder uses antibacterial gels to sterilise children's hands after wiping their noses. This helps to reduce the risk of cross-contamination. The childminder encourages children to play outdoors and they enjoy accessing the small garden. Visits to local parks accessed directly from her garden enable children to use large equipment and further develop their physical skills. The childminder shows that she is aware of her role in the continuing development of children's confidence and self-esteem. She takes them to a local toddler group where they interact with their peers. This helps children prepare for their transition, such as attending nursery or pre-school.

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provision

Children play in a secure and safe environment which the childminder regularly risk assesses to maintain and promote children's safety. She has safety equipment in place, such as socket covers, cupboard locks and a fire blanket. The childminder has a good awareness of safeguarding and is confident in the process to follow in the event of a concern, in order to help protect children from harm. She has attended a foundation level safeguarding course and is fully aware of her duty to report any concerns. All policies and procedures are readily available to parents and they sign a number of consent forms. The childminder has a thorough understanding of how to promote children's welfare. She has a paediatric first aid certificate and effective documentation in place for recording accidents and medication.

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provision

The childminder is well qualified in childcare and has a secure awareness of how children develop and the importance of play. She establishes very positive relationships with parents and uses questionnaires to gauge their views. She works closely with them to meet the needs of the children and ensures that they receive routine updates about their child's progress and well-being.

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provision

The childminder recognises the importance of improving her service and has plans to develop her self-assessment system. She has identified areas for improvement and uses questionnaires with parents to gather their views. However, her current systems do not always identify and prioritise key areas for development, which impacts on her ability to fully extend their effectiveness of her provision. The childminder shares information about children's routines and daily activities when they are dropped off and collected, which promotes consistency for children in their care and learning. The childminder is clear about the importance of sharing information with other practitioners when children attend other early years provision.

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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 EY414974 Local authority Birmingham Inspection number 797406 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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