Childminder in Solihull

Inspection date

Previous inspection date 26/02/2013 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 establish secure relationships with the childminder and are content and settled. They happily play alongside others and demonstrate friendly behaviour and form good relationships with their peers.  Younger children enjoy using their imagination during role play and benefit from a good range of resources, which encourage them to express themselves.  Children's communication and language skills are supported well by the childminder, who listens carefully to children and asks a range of open-ended questions to develop their vocabulary.  The childminder plans a good range of age-appropriate activities for each child, taking into account their interests and abilities. As a result, children make good progress in their learning.

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It is not yet outstanding because

 Children on occasions use the same towel to dry their hands, which does not effectively teach them how to prevent the risk of infection.  There is scope to improve the range of basic tools to encourage children, who are left- handed, to have opportunities to use left-handed tools.

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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 spoke with the childminder throughout the inspection regarding the care provided and activities on offer and observed children during their play.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's learning journey records, planning documentation, policies and procedures, parents' and children's questionnaires and the childminder's self-evaluation.

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Information about the setting

The childminder registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 13 months and five years in the Olton area of Solihull. The whole of the ground floor and first floor bathroom is used for childminding. There is an enclosed garden available for outside play. The family has a cat. The childminder visits the shops and park on a regular basis. She is able to collect children from the local schools. There are currently five children on roll. Three of these are within the early years age group. All of the children attend on a part-time basis. The childminder operates all year round from 7.30am to 6pm Monday to Friday, except for family holidays.

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

 enhance the range of left-handed tools, such as scissors to allow all children opportunities to express themselves

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

 review hand drying arrangements by improving resources to extend children's learning about good hygiene practices.

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who attend

Through discussions with parents and spending time with the children the childminder gets to know children well when they start. She regularly observes children as they play, which enables her to understand what children know and what they can do. She plans a range of stimulating and interesting indoor and outdoor activities, which are led by children's interests and next steps. As a result, all children make good individual progress in their learning. Children thoroughly enjoy their time with the childminder and relish in the individual attention they receive. They are eager to involve her in their play as she stays close to them to support their learning. For example, children enjoy joining in action songs and bounce up and down on the childminder's lap, laughing with excitement and showing how delighted they are. The childminder is mindful that the children love to join in role play. She recognises that pretending to do something can help children express

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who attend

their feelings. She plans play activities and provides a good range of resources, which encourage young children to use their imagination. For example, children enjoy putting the 'baby' to bed and talking to them soothingly as they sleep. This supports their personal, social and emotional development.

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who attend

The childminder gives high priority to supporting children's communication and language skills. For example, she constantly asks open-ended questions to support children to think and develop their vocabulary. In addition, she repeats new words clearly for children to practise and praises their efforts to pronounce new words. As a result, children communicate well and enjoy the flow of conversation with the childminder. Children have access to a good range of books, some of which include other languages, such as French and Spanish. Posters displayed around the childminder's home encourage children to see words in print. The childminder talks to children throughout and draws their attention to the different resources, such as programmable toys and activity cube. The childminder uses these play opportunities to count the beads on the abacus and discuss shape and colours of the flashing lights and buttons to promote children's mathematical skills.

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who attend

Children make marks using a variety of resources, such as crayons, water, paints and chalk. They regularly join in creative activities and displays of their artwork are attractively presented within the childminder's home. This helps to raise children's sense of belonging as well as enabling parents to see their child's own work. However, opportunities to allow all children to express themselves competently in some situations are not fully extended. Although children use right-handed scissors they have limited access to experience left- handed tools.

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who attend

Children are helped to consider and value each other's backgrounds. Their understanding of diversity is promoted through the range of resources and planned activities which portray positive images of diversity and acknowledge cultural differences. They benefit from a range of activities outside the setting. They go for walks around the local community and visit the library and toddler groups. Overall, these opportunities help develop children's social skills in preparation for later transitions to other settings and school.

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who attend

Parents are fully involved in their child's learning because the childminder understands the importance of strong relationships and the impact on children's learning at home. She discusses daily with parents what their child has been participating in during the day and the progress that they have made over time. Parents are invited to discuss children's assessments and the childminder has shared the progress check at two years. This means the childminder and parents can consistently support children's learning in the setting and at home.

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

The childminder offers a warm welcoming environment where children are happy and settled. She obtains useful information from parents during settling-in times to enable her to meet children's individual needs. As a result, children respond well to the childminder and have established good relationships with her and her family. The childminder encourages children to use their manners, to share and take turns and regularly praises them for their efforts. As a result, children play well together and are developing social skills for the future. The childminder is attentive to children's needs and provides a homely environment where children can relax, sleep, eat and play in safety and comfort. They have access to a good range of age-appropriate toys and activities, which are well organised within a child-orientated playroom, which appeals to them.

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

The childminder teaches children to learn simple safety rules, such as how to cross the road safely when on outings. She works in partnership with schools in helping raise children's awareness of keeping themselves safe around strangers. This helps children to respond to instruction quickly in the event of an emergency. Children develop good self-care skills as they independently feed themselves and wash their hands before eating. However, arrangements for hand drying do not always ensure children's health is fully protected. Children are encouraged to eat healthily and are offered a variety of nutritious snacks and meal options. Food arrangements are discussed in detail with parents from the onset to ensure children's individual dietary requirements are met. Children join in active play and enjoy regular trips and outings into the local community. For instance, they visit the local park and indoor soft play area where they

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

climb on apparatus to develop their large muscle skills. They attend rhythm and rhyme classes and enjoy moving their bodies in different ways to music, which encourages them to develop their physical skills.

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provision

The childminder has good awareness of the procedures to follow should she have concerns about a child, and knows when and from whom to seek advice. There is a written child protection policy in place which is shared with parents and thorough procedures ensure children are collected only by authorised people. For example, passwords are used when necessary for extra protection. Premises are safe because the childminder has effective procedures in place to identify and prevent potential hazards. All areas used by the children are checked and risk assessed before children arrive. This ensures children's safety is fully assured.

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provision

The childminder has an organised and professional approach to her business. She displays a good understanding of both the welfare and learning requirements and is clear about her role in the delivery of the Early Years Foundation Stage. She uses the Development Matters in the Early Years Foundation Stage guidance to support her systems of monitoring children's learning. The childminder is a qualified experienced nursery nurse and holds a level 3 early years qualification. She has completed all required training courses to develop her knowledge and understanding of her childminding role and is keen to attend more training to continue her professional development. She is committed to improving her service through regular monitoring and evaluation of her practice. She listens to parents' and children's comments and has completed the Ofsted self-evaluation form to help improve outcomes for children.

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provision

The childminder has established good relationships with parents in order to support children's care and education which ensures their needs are met. She exchanges information both verbally and in writing about their child's daily activities and care routines and seeks their opinions about her service through the use of questionnaires. Documentation is organised effectively and shows that the childminder has good systems in place to support the children, and that she takes account of their individual needs. The childminder recognises the importance of smooth transition arrangements for the children's next phase in their learning by establishing links with other providers, local pre- schools and schools.

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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 EY451376 Local authority Solihull Inspection number 882203 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 5

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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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