Okungbowa-Okeke, Virginia Matilda Egberanwen

Inspection date

Previous inspection date 24/01/2013 04/04/2012

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early years provision

This inspection: 3 Previous inspection: 2 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 3

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This provision is satisfactory

 There is a reasonable balance of child-led and adult-led activities as the childminder follows children's lead and appropriately includes their preferences for play. She provides a wide range of good quality resources, enabling children to explore their environment during play.  Children are well behaved and have opportunities to mix with peers in large groups. This prepares them effectively for their transition to other settings.  The childminder shares safeguarding procedures with parents and this contributes to children's safety. She works generally well with parents and other providers to support children's needs.

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It is not yet good because

 There is scope to improve the planning of activities to help ensure children are suitably challenged.  Assessments are not always accurate and, as a result, the childminder plans activities that sometimes do not provide sufficient differentiation to help all children make the best possible progress.  There is scope to improve the self-evaluation process by effectively identifying clear priorities for improvement to support 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 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 in the childminder's home.

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Inspection activities

 The inspector discussed the childminder's self-evaluation review and related documents.  The inspector took account of parents' views on the day of inspection.

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Inspection activities

 The inspector held discussions with the children and the childminder as appropriate throughout the inspection.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, one child aged 15 years and twins aged 12 years in the Erdington area of 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 attends activities at the local children's centre. She visits the shops and the local library on a regular basis. She collects children from the local schools and pre- schools.

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Information about the setting

There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except for family holidays. She is a member of the National Childminding Association.

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must:

 provide challenging and enjoyable experiences for each child in all areas of learning by using robust observations and assessments of children's learning to identify their next steps in their learning and development  implement an effective assessment system that helps the childminder to understand children's level of achievement, interests and learning styles, and use this to plan and shape learning experiences for each child.

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

 develop the self-evaluation process to effectively identify clear priorities for improvement so that the drive for improvement is strengthened to support children's achievements over time.

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who attend

The childminder plans a fair range of activities across all areas of learning and this promotes children's development generally well. She talks with children throughout activities, encouraging language skills, and this helps them to develop good understanding and to follow instructions correctly. The childminder acknowledges that children speak very well for their age but has not planned challenging activities to promote their development further.

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who attend

The childminder is aware that children enjoy looking at moving images and uses the television selectively to stimulate interest. For instance, she promotes the recognition of colours by asking children to identify what they see and this helps them to name colours, such as red and yellow, correctly and they count a number of items with support. Programmes reflect positive images of different cultures and disability, and these clearly raise children's awareness of diversity in the world around them. The childminder frequently asks children about their preferences for play and provides opportunities accordingly. For example, a selection of cars is set out on the floor and children choose from these as they wish, and the childminder allows time for independent play. This means that children have opportunities to explore the shapes of different vehicles and they examine large floor puzzles by turning them over repeatedly. The childminder

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who attend

encourages singing to taped music and children enjoy dancing, which promotes their large muscle skills appropriately. She adapts activities competently by providing more chunky crayons for younger children during play when they make marks. Consequently, they develop skills in using one-handed tools.

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who attend

When children start in the provision the childminder obtains information from parents about their development and carries out initial observations during the settling-in phase. Subsequent observations reflect what children know and can do. The next step is appropriately included but assessments are not always accurately completed to help the childminder plan suitably challenging activities. This means that opportunities to maximise learning are not consistently explored. The childminder provides feedback to parents daily on children's experiences, and examples of their work are available for them to see. They are invited to take learning journals home to review observations, and this raises their awareness of how they can support their children's learning at home.

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who attend

A wide range of good quality resources are available and the dedicated playroom provides ample space for activities. The childminder follows children's lead by joining in with construction play, and this promotes their small muscle skills well as they pile bricks up. They are adequately supported in developing problem-solving skills as they learn to drop pieces into the correct slots. The childminder regularly takes children to the library where they borrow books, which are used to promote their awareness of print and their listening skills when stories are read.

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

The childminder provides a phased settling-in period for children to gain confidence when they start in her provision. As a result, they feel comfortable and form strong relationships with her. They are happy in her care and often sit on her lap or stand close by, and move away on occasions to explore their surroundings. Children demonstrate their emotional security by approaching the childminder for help when they feel unsure, for example, to access drinks.

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

The childminder is a good role model as she talks to children. She reminds them to be polite by saying 'thank you' and 'please' appropriately and they comply willingly, demonstrating respect for others. She praises them often for achievement and this promotes their good behaviour. The childminder follows the care arrangements agreed with parents. She ensures children eat packed lunches with a good supply of fresh fruit daily and they sleep according to their individual pattern. She takes them out daily to ensure they benefit from fresh air, and these combined care practices result in the good promotion of children's physical well-being. The childminder gives high priority to children's safety. She supervises them closely at all times, for example, she carries out frequent checks when they are asleep. A safety gate is placed at the door to ensure they cannot leave the room when they are awake. The premises are maintained in a clean condition throughout and the childminder provides

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

paper towels for drying hands. This ensures children are effectively protected against cross-infection. When children arrive in the morning the childminder promotes independence skills by encouraging them to remove hats and gloves with minimal assistance.

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

The childminder regularly takes children to a childminding group where they have opportunities to mix with children in their age range. They are effectively learning to share and take turns with other children in a different environment from the childminder's home, and this helps them to behave well in large groups. Accordingly, the childminder prepares children well for transition to other settings, such as nursery or school.

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provision

Arrangements for safeguarding children are generally good. The childminder has a clear understanding of procedures to be followed if there are concerns relating to the abuse of children. She is aware of procedures to be followed if there are allegations against herself or members of the household. The inspection found that the childminder manages children's behaviour by using appropriate methods according to children's age and stage of development.

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provision

The childminder has a sufficiently good understanding of safeguarding and this promotes children's welfare generally well. She has appropriate procedures which she shares with parents, who are informed about her responsibility to protect children at all times. The childminder reviews learning activities but these are not sufficiently rigorous to ensure support is targeted to areas where it is most needed. The childminder works well with parents to promote children's care and related development, for example, potty training. Parents comment positively on the service they receive and the welcoming environment the childminder provides for the children.

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provision

The childminder ensures she takes steps to maintain her professional development. She increases her knowledge and understanding through discussions with other childminders at weekly groups. She discusses practice issues and this helps her to review how she delivers some activities and, in turn, supports children's learning more appropriately. The childminder involves parents in the self-evaluation process to review her provision. She identifies some strengths and areas for improvement relating to children's learning and development. However, all aspects of the provision are not included in the process and a clear plan is not available to make changes for the benefit of the children. The childminder works well with other early years providers to support children's learning and development. She discusses activities offered at school and supports children with their work during the time they are in her care.

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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 EY414392 Local authority Birmingham Inspection number 899138 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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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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