Childminder in Birmingham

Inspection date

Previous inspection date 23/01/2013 05/02/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children have wonderful opportunities to develop their own lines of enquiry and follow their own interests. The childminder notices what arouses children's curiosity and builds on this to extend their play and learning.  Children's focus is extended and maintained as things that interest them, such as a model they are working on, are left out rather than tidied away. This enables them to have time and freedom to develop their ideas and become deeply involved in activities.  Through their play, children are able to think creatively and link ideas, such as making a den for their monster, after listening to a favourite story.  Children are given time to talk and follow their own thought processes. The childminder talks about strategies, how to do things and encourages children to resolve their own problems.  The childminder critically evaluates her provision and scrutinises what she does to make ongoing improvements. This means that children receive the very best care and

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This provision is outstanding

learning opportunities so that they make significant progress in all areas of development.

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This provision is outstanding

 The outdoor is not maximised to its full potential to enable children to investigate the natural world and explore the effect of sound and wind, for example, by providing streamers and wind chimes.

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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 talked to the children and observed their play.

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Inspection activities

 The inspector looked at documentation including policies and procedures and children's learning journeys.

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Inspection activities

 The inspector had a tour of the areas used by children and had discussions with the childminder.  The inspector looked at written feedback from children and parents.

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Information about the setting

The childminder was registered in 2003. She lives with her adult child in Sutton Coldfield, West Midlands. The whole of the house is used for childminding and there is a fully enclosed garden available for outside play. The family has a cat and hamster. The premises are accessed via a small step up to the front entrance. The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with an assistant. There are currently 13 children on roll, seven of whom are in the early years age group and attend for a variety of sessions. The childminder operates from 7am to 7pm Monday to Friday all year round. She supports children with special educational needs and/or disabilities. The childminder has completed a National Vocational Qualification to Level 3. She attends a local childminder group.

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

 increase opportunities for children to investigate the natural world and explore the effect of sound and wind, for example, by providing streamers and wind chimes.

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who attend

Children thoroughly enjoy their time in the childminder's care. Excellent partnerships with parents and carers are integral in ensuring that children are fully supported and their individual needs are met. The childminder finds out about children's likes, interests and what they can do, to use as a starting point for their learning. She regularly observes children in their play, accurately assessing the learning taking place, using the 'Development Matters in the Early Years Foundation Stage' as a guide. This, along with information obtained from parents, enables her to plan activities that support children's ongoing development and next steps. Planning is underpinned by a deep knowledge and understanding of the way young children develop and learn. Activities are always evaluated and revised so that any fine-tuning can be done to make improvements where necessary. Excellent strategies are in place to keep parents informed about their child's

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who attend

care, learning and development. They regularly contribute to their children's learning journeys and these are available to look at, take home and add to whenever they wish.

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who attend

The childminder ensures that fun in learning is a natural, everyday part of the children's lives. An excellent balance is struck between children being able to choose what they want to do and the childminder supporting children directly. This helps children develop skills in playing with each other, as well as on their own. The childminder extends children's thinking through questions and prompts rather, than over-directing or interrupting their train of thought.

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who attend

Children achieve particularly well because they have such wide opportunities to explore and express themselves. They also learn very actively through a wide array of activities that capture their imagination. Equipment and resources are of high quality and support children's play and learning effectively. The childminder is a highly skilled observer and quickly responds to children's interests, such as a favourite and well-loved story. This results in children making a monster's den in the space opposite the stairs. A furry toy depicting the monster is placed inside but children decide this is too small. They consider what they can do and proceed to make their own larger version. Using the pictorial prompts in the book to guide them, they use brown paper for the body, white card for teeth and purple gummed paper for the prickles. The den remains in place, enabling children to go on various expeditions, taking equipment along with them from their

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who attend

'explorer' box, such as, walkie talkies, binoculars, torches, compasses and maps. This provides a great sense of adventure and fun. Younger children benefit too, as they enjoy using the torches inside to explore light and shadow.

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who attend

Children have access to a wide range of books and an environment rich in print. Children delight in using the story sacks and props to act out stories. The childminder offers a story stimulus by introducing Pablo the bear. Children are amazed when he is delivered by the postman and find out that he comes all the way from Spain. They are enthralled as the childminder reads a letter about why he is here and how they must look after him. Children take Pablo home and care for him, taking him swimming, on holiday and on fun runs. They enjoy recounting his humorous exploits, particularly after one visit where he wakes up all the other bears to have a party, while all the children and adults are asleep. Children hear from Pablo's cousin who sends letters in Spanish. This shows children that print is conveyed in different ways.

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who attend

Children's early writing skills develop extremely well. The childminder provides an attractive mark-making table with a variety of resources, such as, pencils, crayons, sharpeners, staplers and hole-punchers. Children learn to handle and use these competently and with increasing control. They attempt to write their names and make lists of items to buy before their trip to the Chinese supermarket. The childminder provides children with opportunities to develop their skills in large-scale collaborative painting on the floor where all children can join in. They use their fingers, hands, brushes and other resources to make squiggles, swirls and patterns on the paper. Older children begin to make more defined shapes and outlines and talk about what they have drawn, giving meaning to the marks they make.

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who attend

The outdoor area is a hive of activity, providing an interesting and exciting place for learning and fun. Children regularly go for walks to the local park and play on the equipment or run around. They develop their senses as they observe and listen to what is around them and enjoy barefoot walking, squelching through mud and clay or swishing through water and leaves. They go pond dipping and delight in catching a frog and discovering what it feels like as it sits on their hands. They visit the seaside and dig castles and hunt in rock pools for fish and crabs. This helps to contribute to children's general well-being and physical development. Children use the garden to dig and plant bulbs and make food for the birds. They nurture caterpillars as they grow and turn into butterflies, helping them to care for living things and learn about life cycles. However, the outdoor is not used to its full potential to enable children to investigate the natural world and explore

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who attend

the effect of sound and wind, for example, by providing streamers and wind chimes. The childminder provides an inclusive environment where all children are welcome. Various festivals are shared with children so that they are aware of different customs. Children visit the local Chinese supermarket to buy resources for the role-play area and wonderful visual displays depict their trip. Children make connections to real-life observations and experiences, for example, while having lunch, a child asks for chopsticks to eat his noodles. They make rangoli patterns and are excited when they visit the local temple and see similar patterns displayed. This helps to develop a sense of the world around them.

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who attend

Children enjoy singing and rhymes, with action songs a particular favourite. They collect various artefacts on their travels, such as a small log while in the park. This is used for their 'five speckled frogs' to balance on. Children count back as one by one the frogs jump into the pool. Musical instruments further develop their interest as children listen to the sounds they make. Children's communication and language is fostered exceptionally well as the childminder explains everything she is doing so that they make connections in their learning. This ensures that children are challenged, motivated and develop a very positive attitude to learning so that they are well prepared for their transition to school.

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

Children feel extremely happy and safe within the setting as the childminder develops warm, loving relationships and children thrive in her care. She engages with parents to establish each child's likes and preferences so that their individual needs are met. Children are confident and outgoing and readily talk to visitors about all that they do. They are very proud of their achievements and keenly share these with the inspector as they guide her around the childminder's home. They show off the den they have made and their drawings and pictures on the wall. The childminder establishes a close and genuine bond with children. She tunes into the individual needs of each child, recognising that some children are more confident than others and therefore express themselves very differently. The childminder sits on the floor as some children are happy to get stuck in and explore, while others need the reassurance of a cuddle before trying out new things. Young

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

children express their needs through gestures, pulling at the childminder's clothes to be picked up. They also babble and make noises which the childminder repeats to encourage 'conversation'. She shows a real and genuine interest in all that the children say and do, which helps them to feel, loved, cared for and valued as individuals.

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

Children do extremely well in developing their personal and social skills. They pour their own drinks, help themselves to cutlery and put on their own coats and shoes before going out. Children ask to eat noodles for lunch and choose to eat these with chopsticks. They are reminded to get clean ones out of the drawer rather than use the play ones in the role play area as these will have germs on. Menus are healthy and nutritious with plenty of fresh fruit and vegetables to accompany their meals. The childminder provides finger foods for young children to aid hand-to-mouth coordination. As children become more competent, they use a spoon with the help of the childminder. Gradually, they become skilful in guiding the spoon to their mouth themselves. Children's behaviour is exemplary because of the clear guidance and boundaries instilled by the childminder. They listen and respond to her requests, for example, taking their

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

plates and cups to the kitchen when they have finished their lunch. All children are totally absorbed and engaged in their play and because of this, there are very few squabbles or disagreements. The childminder also ensures that resources are duplicated, particularly for younger children who are still learning the concept of sharing. Children are extremely polite and courteous, for example, a child says, 'excuse me but could you move your bag' and then thanks the inspector when she responds to his request. This helps to keep children safe and secure and develop a sense of right and wrong.

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provision

The childminder's knowledge of safeguarding procedures is robust. She is fully aware of the possible indicators of abuse and recognises her responsibility to act immediately and report any concerns to the relevant agencies, therefore ensuring that children are safe while in her care. The childminder is extremely vigilant regarding children's safety. Risk assessments are undertaken and stringent visual checks are carried out daily to ensure that hazards to children are kept to a minimum. These are reduced by removing or teaching children to manage the potential hazard appropriately, for example, talking, explaining and showing children how to move round their environment with care. Policies and procedures to promote the safety and well-being of all children are shared and agreed with parents and consistently implemented by the childminder.

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provision

Parents hold the childminder in high regard and are complimentary about the dedication she gives to her role. They speak unreservedly about the excellent standard of learning and care their children receive and the progress made in all areas of their development. Parents are provided with regular information about the setting and their child's achievements and progress. The childminder places great importance on allocating sufficient time to engage parents in discussions so that information can be shared. The childminder works extremely well with other early years settings and schools that children attend. She forges strong links so that information is shared and there is consistency in children's learning and development. For example, the 'letter of the week' corresponds with that at the nursery, which is currently 'P'. The childminder organises pasta play and children find other objects to introduce to their play, such as, potato, peg and pizza. This

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provision

helps children to hear initial sounds in words. This is a key factor in the excellent progress that children make, particularly in their literacy skills, while also helping them with transition.

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provision

The childminder takes great pride in all areas of her work and constantly strives to improve. There is a powerful drive to ensure that children receive the very best care, learning and support. She recognises that ongoing evaluation, reflection and training is key to maintaining a high standard, quality provision and keeping abreast of current initiatives. She thoroughly embraces training to update her knowledge and skills, applying what she has learned so that it has a positive impact on the quality of care provided for all children in her care. Children's progress is monitored meticulously. Day-to-day assessment of children's progress is used to plan programmes of learning for each child and to ensure that there is a balanced programme of activities. The childminder is very receptive to any advice given and acts upon this immediately. All actions and recommendations from the previous inspection have been comprehensively embraced and significant improvements

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provision

made, so that children make excellent progress in all areas of their learning and development.

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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 EY231472 Local authority Birmingham Inspection number 819603 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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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. 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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