Begum, Shanaz

Inspection date

Previous inspection date 20/02/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children enjoy involving the childminder in their play. As a result, they benefit from the individual attention which helps them to feel secure.  Children are happy and settled, and warm and caring relationships between the children and childminder are evident. This supports their personal, social and emotional development.  Children are encouraged to enjoy their food and understand why some foods are healthy and others are not. They develop their independence as they help with the preparation of snacks.

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It is not yet good because

 Information gathered about children's learning and development is not consistently used to plan and identify the next steps in their learning to ensure they make best progress.  There is scope to improve the range of outdoor toys to help further promote children's enjoyment of outdoor play.  Self-evaluation is not always used effectively to involve parents and children in helping to identify strengths and weaknesses or set challenging targets for improvement to the setting.

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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 and the interaction between the childminder and the children in the living room and playroom.

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Inspection activities

 The inspector conducted a tour of the premises and viewed the toys and resources available for children.

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Inspection activities

 The inspector sampled records and documentation relating to children's progress and development and the safeguarding and welfare requirements.

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Information about the setting

The childminder 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 children aged and three and five years in a ground floor maisonette in Kings Heath, Birmingham. Two rooms of the property are used for childminding. There is fully enclosed front garden available for play.

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Information about the setting

The childminder visits the shops and park on regular basis. She is able to collect children from the local schools and pre-schools. There is currently one child on roll, who is within the early years group and attends on a part-time basis. The childminder is registered to provide overnight care. She operates all year round from 7.30am to 6.30pm Monday to Friday, except for family holidays.

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must:

 analyse the information gained through observation and assessment to identify children's next steps in learning, and demonstrate how these are incorporated into planning to ensure children make best progress.

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

 extend the range of outside toys and resources to make the garden more inviting and stimulating for children to use

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

 build on self-evaluation to include the views of parents and children and strengthen the links between identified priorities and plans for improvement that support children's achievements over time.

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who attend

Children are settling, enjoy involving the childminder in their activities and happily make independent choices about their play. The childminder demonstrates during daily routines that she is steadily providing opportunities for children to make satisfactory progress in their learning and development. She continually talks to the children and asks them questions to make them think. For example, she repeats words that children say and uses flash cards to encourage them recognise letters of the alphabet. This helps develop children's language and literacy skills. Children have access to a variety of fictional, non- fictional and audio books. They enjoy sitting with the childminder to listen to favourite stories, and she communicates effectively at all times, involves children and speaks clearly. This encourages younger children's personal, social and emotional development.

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who attend

Children confidently use one-handed tools to mould play dough, such as rolling pins and cutters. They can name most of the shapes that they cut out and count the different utensils. The childminder encourages the children to use their fingers to represent numbers. This helps support their simple mathematical development. Children have fun using a microphone to sing along to familiar nursery rhymes and experiment using a two- way radio. They happily explore musical and programmable toys and show how excited they are as they turn knobs and tap buttons to see what happens next.

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who attend

Children have access to a range of toys and play opportunities that help raise their awareness of diversity, including books, puzzles and craft activities. Children enjoy using their imagination during role play and particularly like to dress up as favourite characters. They love to use pop-up tents which they take outside to use as dens. They also benefit from a variety of other activities outside the setting. They visit local toddler groups, the library, park and Sure Start centre, where they socialise with other children. They enjoy their regular visits and the childminder understands the importance of integrating children into the community. As a result, they are supported to make smooth transitions to other settings and school.

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who attend

The childminder has a suitable understanding of her role in promoting children's development. She has an appropriate knowledge of the seven areas of learning and has systems to identify children's starting points. She obtains information from parents during settling-in times and uses this information to plan a mix of adult-led and spontaneous activities. She carries out observations as the children play and records what they can do. However, she does not always analyse the information she gathers and use this to plan effectively, based upon children's individual interests and stage of development. Plans do not take account of the next steps in children's individual learning and this sometimes leads to a lack of challenge in the activities provided.

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who attend

The children's individual development records are attractively presented with samples of their artwork and photographs of the activities that they have joined in with. Parents are encouraged to look at the development records and consider ways in which they can continue to support their child's learning at home. The childminder is aware of progress check at age two and has started to implement a system to enable her to complete this appropriately.

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

Children have formed positive relationships with the childminder. As a result, they are secure and happy in her care. Children behave well and the childminder reminds them of the house rules so that they know what is expected of them. For example, they take their shoes off indoors and help to tidy up after playing with an activity. The childminder encourages the children to share and take turns, and leads by example. She teaches them right from wrong and provides praise for their efforts and achievements. This helps to build children's self-esteem. Children use a range of toys and resources which the childminder organises in the main living room and playroom for them to access.

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

From a young age, children learn how to keep themselves safe. The childminder teaches them to cross the road safely when on outings. She explains to them to stop at the pelican crossing and to watch for the green man before crossing the road. This helps raise their awareness of staying safe. Through daily routines, children are learning about appropriate hygiene practices. Children are provided with a variety of nutritious snacks, and any food provided by parents is stored appropriately. The childminder talks to the children about eating healthy and actively involves them in some aspects of the preparation as they cut up fruit ready for their snack. This helps to promote their independence. The childminder obtains useful information from parents at registration time to establish children's individual dietary requirements and care routines. This ensures the transition from home to the childminder's setting is as smooth as possible. Opportunities are provided for

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

children to spend time outdoors in the fresh air and they use the front garden for active play. However, the garden has limited resources and therefore is not enticing children into more frequent outdoor play.

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provision

Children are safeguarded because the childminder demonstrates an appropriate understanding of her role and responsibility to protect children. She has attended training and keeps a list of appropriate contact numbers to use, should she need to refer any concerns. There is a written child protection policy in place which is shared with parents, and effective procedures ensure all adults within the household have been suitably checked. The childminder assesses potential risks to children and has put procedures and practices in place to minimise these. As a result, she provides an environment where children feel safe and secure.

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provision

The childminder has an appropriate awareness of the learning and development requirements and demonstrates a commitment to continuous improvement. She has attended all of the required training courses to develop her knowledge and understanding of her childminding role and has begun to evaluate her practice. However, there is scope to further develop self-evaluation to secure continuous improvement in the future, for example, by gathering the views of both children and parents, in order to identify all strengths and areas for improvement.

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provision

The childminder works in partnership with parents and regularly shares information about their child's care routines, activities and achievements. A number of policies and procedures are made available and this keeps parents informed about the setting. The childminder is aware of the importance of sharing information with other settings and has established links with the local school and nursery to support continuity of care and learning for each child.

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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 EY431350 Local authority Birmingham Inspection number 797053 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 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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