Childminder in Birmingham

Inspection date

Previous inspection date 12/02/2013 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 practice and build up skills, concepts and ideas. The childminder supports their learning, joining in, extending and making it fun, so that children's interest is stimulated through shared attention.  Children are regularly transported into imaginary worlds where they can express their thoughts and ideas freely. They use telescopes to search for animals and hunt for monsters in the park.  Children enjoy physical activity and energetic games to maintain their good health. They are aware of healthy practices and are confident to remind others of these, for example, telling visitors to wash their hands at appropriate times.  Children form secure attachments with the childminder so that they feel safe and secure. This helps them to have a positive disposition to play and learn and develop confidence in all that they approach and do.

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It is not yet outstanding because

 Children have limited access to resources that promote their awareness of cultural diversity and disability.  Children are unable to see and make choices from the full range of resources available, therefore, choice and exploration for children is not maximised.

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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 and children.  The inspector observed planned activities and children's free play.

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Inspection activities

 The inspector looked at documentation including policies and procedures and children's development records.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged 13 and 10 years in Rednall, Birmingham. The whole of the ground floor and the rear garden are used for childminding.

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Information about the setting

The childminder collects children from the local schools and pre-schools. There is currently one child on roll who is in the early years age group, and attends part-time. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 increase the range of resources to raise children's awareness of cultural diversity and disability

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

 organise resources and materials in order to provide choice for children so that they can combine and move resources in a variety of different ways to explore and express their ideas.

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who attend

The childminder has a sound knowledge of the prime and specific areas of learning to effectively support all children's development. She has been caring for the children for a relatively short period but they are very happy, relaxed and settled in her care. The childminder has quickly got to know the children well and has identified their individual learning styles and preferences. Having worked in early years settings previously, she uses this experience, along with her secure and accurate assessment of children's starting points, to plan suitable challenges for children. She records observations of children at play, using the information to plan activities which enhance their learning. Consequently, children are developing the key skills needed for the next steps in their learning, including school, where appropriate. Parents are also encouraged to share their observations from home, which the childminder then uses to complement her planning. The childminder also

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who attend

liaises with other settings that children attend, or have attended in the past, to promote consistency and continuity in their learning. The childminder has read the information with regard to the progress check for children aged two years and is well-prepared for this. She shows a good understanding towards meeting her responsibilities and checking that the younger children are meeting their expected levels of development.

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who attend

The childminder is keen to let children take the lead in their play, while some well-planned adult-initiated activities, in response to children's interests, help to extend their learning. She engages children in conversation at every opportunity, encouraging them to talk, and think out loud about what they are doing. She listens carefully to what they have to say and stimulates children's interest through shared attention. This encourages children to feel valued, while becoming very good communicators. Children enjoy the range of activities on offer and are busy, industrious and actively engaged in all that they do. Children's early writing skills are fostered as they draw and paint. They select the colours they wish to use, often choosing all of them. They help to pour these into the paint pots. The childminder uses this opportunity to focus on children's colour recognition and reinforce this area of their learning. Children make connections, for

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who attend

example, when using the black paint, they remember that the childminder has a black car. Children recall that they need a jar of water so that they can wash their brushes. They carefully choose and select their paint, carefully wiping their brush on the side of the pot, before starting their creation. They give meaning to the marks they make as they discuss what food they are going to paint on their decorative pancakes for Shrove Tuesday. The childminder and children chat as they go about this task. Children learn about the ingredients needed to make pancakes and how they will be eating them for tea later. They take their time, learning to mix paints together to make different colours. They continue until all the pancakes have been painted and then ask for more. The childminder suggests that they try and cut out their own pancakes. These activities encourage children to gain skills in using one-handed tools.

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who attend

Children are encouraged to develop a keen interest in books and stories are a regular feature. They repeat the phrases in well-loved stories, particularly rhyming words. They enjoy acting out scenarios, for example, using telescopes as they search for animals in the park. Another favourite story is extended as children hunt for monsters, or look for a tree in which a favourite character might live, when they are out and about. This helps to develop their sense of wonder and imagination. Children particularly love dancing along to music and action songs. They ask for their favourite, moving about excitedly as they repeat the words, 'elephants have wrinkles on their teeth, that's ridiculous'. The childminder asks children to operate the compact disc player, pressing the buttons for 'on' and then 'play'. This helps them acquire basic skills in operating equipment. Children confidently wiggle their bodies and sing along to the music. Their physical development is

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who attend

further promoted as they engage in a range of activities inside and outside. They play balloon tennis, counting down from five to blast off before launching the balloon in the air. Good use is made of the space in the hall so that children can move about freely. They jump and dart around in an attempt to keep the balloon airborne for as long as possible. This enables children to develop control and co-ordination in their body movements.

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

Children form strong bonds with the childminder. She is warm, caring and affectionate with the children. This helps them to feel secure and develop good levels of self- confidence. Good communication with parents also enables the childminder to meet children's welfare needs well. She obtains all the necessary information from parents so that she can give children the care they need to flourish. The childminder encourages children to try to do things for themselves, therefore encouraging their independence. However, children are secure in the knowledge that the childminder is there to give support and comfort when they need it. Children quickly learn what is expected of them through clear routines and boundaries. Even the most reluctant 'helper' is encouraged to tidy away toys before moving on to something else. She uses good strategies for managing children's behaviour, giving lots of praise and encouragement to promote their

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

self-esteem. For example, she asks for someone big and strong to get the toy-box from under the table. A child says 'I stronger, I will do it'. The childminder offers to help and together they put the cars away. This helps to promote children's personal and social skills and prepare them for their future move to school.

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

A designated playroom provides space for children to move around freely and spread out with their activities on the floor. Children are able to select and play with a good selection of resources which they can explore in their own time, while other resources are stored upstairs. The childminder rotates these so that these are primarily focused on their current interests. However, this limits choice and exploration for children as they are unable to fully use, move and combine resources in a variety of different ways. The childminder is aware that resources to reflect cultural diversity and disability are limited, which hinders opportunities for children to see and prompt them to talk about people's differences.

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

Children develop a good understanding of safety through everyday practices, planned activities and discussion. For example, the childminder teaches them about road safety on outings. Children follow good hygiene routines and are confident to remind others of these too. For example, a child tells the inspector to wash her hands when she goes to the toilet. He asks her to use the towel on the bottom rail as the one on the top rail is his. Children are provided with healthy snacks, choosing which fruit they would prefer to eat. They eat heartily and ask for more. Physical activity and regular fresh air further promote children's good health.

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provision

The childminder is confident in her understanding of safeguarding issues and ensuring children are safe at all times. She is aware of the signs to alert her to any child protection concerns and to whom these should be reported. The childminder carries out effective risk assessments and supervises children closely, which further promotes children's welfare. Consequently, children move around safely and independently. She has a comprehensive range of policies and procedures in place to ensure that children's well-being is promoted at all times.

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provision

The childminder demonstrates a secure understanding of the learning and development requirements. She is continually revising her methods for recording observations and assessments so that these provide clear and concise information regarding children's progress. She manages the monitoring of the educational programmes well, identifying any gaps in children's achievements and planning appropriate next steps for their learning. Parents are encouraged to share what they know about their child and contribute to their learning record when they choose. This means children are making good progress and acquiring the necessary skills across all areas of learning.

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provision

The childminder evaluates her childcare provision and takes positive steps to improve her practices and knowledge. She shows a realistic awareness of her strengths and areas needing further development. For example, since registration she has adapted and improved her learning records. She seeks the views of parents and as a result is arranging designated time to formally share and discuss children's learning records. She willingly seeks advice from other early years' practitioners and from relevant websites. She keeps herself up-to-date with current early years discussions and debates through internet forums and literature. This helps her to keep abreast of change and make changes to her practice as necessary.

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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 EY449823 Local authority Birmingham Inspection number 881853 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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