Childminder in Birmingham

Inspection date

Previous inspection date 06/03/2013 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

 The childminder attends a number of training opportunities where she extends her knowledge and skills that enable her to effectively support children so that they make good progress.  Children learn about a healthy lifestyle as they enjoy a wide range of home-cooked food and visit toddler groups where they have good opportunities to experience energetic play and socialise with other children.  The childminder collects detailed information from parents when their child starts at her setting, which enables her to accurately meet children's individual learning and development needs.  Children are well supported as they move on to school or are cared for by other settings that deliver the Early Years Foundation Stage. There are effective partnerships in place that enable the childminder to share information about children's individual progress.

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It is not yet outstanding because

 There is further scope to increase the use of toys and resources that move or make a noise when touched, to stimulate babies to reach out with their arms and legs.  More opportunities can be made available to extend children's communication skills when reciting nursery rhymes, by using actions to help children understand the words.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 looked at children's development records.  The inspector had discussions with the childminder.

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Inspection activities

 The inspector looked at documentation including safeguarding, self-evaluation and children's registration forms.  The inspector observed children's activities and snack time.

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Information about the setting

The childminder was 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 two and five years in Great Barr, Birmingham. The whole ground floor of the house, the first floor bathroom, two bedrooms and the rear garden are used for childminding. The family has two cats. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools.

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Information about the setting

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

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

 increase the use of resources that move or make a noise when touched, to stimulate babies to reach out with their arms and legs

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

 extend children's communication skills by using actions to help them understand the words when reciting nursery rhymes.

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who attend

The childminder has a good knowledge and understanding of how to promote the learning and development of all children in her care. She has a secure knowledge of how children learn effectively, which results in them making good progress in their early learning and development. Children are provided with a range of activities that are linked to their different stages of development. Babies are stimulated as they observe activities around them and have a range of toys and equipment that are well suited to their needs and developmental stages. The childminder supports children's learning as she gets onto the floor with them so she is at their level. This enables babies to communicate with her as she talks to them and they respond with sounds and gestures. However, there are further opportunities to extend children's communication skills by using actions to help them understand the words when reciting nursery rhymes.

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who attend

There is good scope for children to develop their physical skills as there is plentiful space for them to explore and increase their mobility. They have easy access to the rear garden where there is a range of equipment that promotes children physical skills. The childminder is fully aware of the support that is required to encourage younger children to develop their mobility skills. For example, a range of sturdy furniture supports children as they start walking. The childminder responds readily to children's needs to be cuddled and reassured. She confidently provides them with care that is specific to their individual needs and knows when children are tired or need additional stimulation as they play. Children enjoy having their fingers touched as this is reassuring and extends their abilities to communicate.

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who attend

Children are enthused when they explore the contents of an interesting treasure basket. They learn about shape, weight and size of unusual objects as they explore pine cones, balls, and sponges. Babies are learning to observe their environment as they become excited and respond very positively when familiar toys are introduced. They are discovering ways in which to communicate, making sounds and gestures with their hands and legs. Younger children enjoy watching older children explore and play, and respond positively to their attention. The childminder stimulates children constantly as she has a comprehensive understanding of their different abilities, individual needs and play preferences. There is effective communication with parents as children's starting points are collated and discussed with them before they start in her care. This ensures they are well engaged with learning experiences. Regular observations and photographs of

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who attend

children's progress are compiled and linked to the areas of learning. As a result, children's stages in their learning and their next steps are clearly identified, which ensures that the educational programme is devised and delivered in line with their specific learning needs. Daily conversations with parents enable them to be well informed of their child's progress. Parents also have regular access to their child's learning journal, which helps them to support their child's development at home.

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who attend

Children have good opportunities to learn about the wider world as they regularly visit shops, local parks and toddler sessions at a local children's centre. This gives them additional opportunities to socialise and meet other children and explore more challenging environments. The childminder is fully aware of the importance of the progress check at age two and completes this if required. Through a range of carefully planned activities the childminder effectively supports children to gain good skills for the future and to be ready to move on to the next stage in their learning.

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

Children have formed close and caring relationships with the childminder and feel secure in her care. They reach out their arms for a cuddle, which gives them reassurance. Children are cuddled and held close by the childminder as they are bottle fed or as they fall asleep. Children choose to be active or restful, and babies sleep according to their individual needs and parents' wishes. Younger babies who are developing their mobility skills have ample space to crawl and support themselves by holding onto sturdy low-level furniture. Children enjoy ample opportunities to use the rear garden, where there is a good range of equipment that includes sit-and-ride toys. This enables them to regularly test and develop their physical skills and enjoy more challenging play experiences. Regular visits to local toddler groups and parks provide children with more space to explore and run, which develops their physical skills. The childminder describes how she supports older

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

children as they work towards independence. They are encouraged to feed themselves and attend to their own personal needs, such as using the potty and washing their hands afterwards.

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

Babies who are immobile enjoy sitting on the floor and are becoming independent as they reach for toys and equipment. This helps with their larger physical skills and is good preparation before they start walking. There is, however, further scope to increase the accessibility of toys that move or make a noise when touched, to encourage children to reach out more. Children learn about a healthy lifestyle as they enjoy home-cooked food where the childminder uses a range of fresh food and vegetables. They enjoy snacks of fresh fruit, and babies who are weaning have food at a texture that is manageable for them, which encourages their appetite. For example, babies who are spoon fed enjoy a snack of mashed bananas or vegetables.

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

The childminder describes how she promotes children's knowledge about their personal safety through road safety activities and regular evacuation drills. This positively contributes to children developing a sense of danger and how to keep themselves safe. The childminder is clear of actions to be taken regarding a sick child and the administration of medication. The premises are maintained in a clean condition, which helps to minimise the risk of cross-infection and safeguards children's health.

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

The childminder does not currently have any children on roll who attend other early years settings. She is, however, fully aware of the importance of liaising with schools and teaching staff when necessary. This ensures that children's transitions are smooth when they move to other settings and they are fully supported. Children settle well when they first start to attend the setting as settling-in sessions are managed sensitively and gradually. Outings to toddler groups and local shops extend children's opportunities to socialise with other children and promote their skills for the future.

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provision

The childminder demonstrates her resourcefulness and commitment as she has developed a stimulating play environment for children. This enables children to make good progress as there are a wide range of interesting toys and equipment. She has a secure understanding of the Early Years Foundation Stage and her responsibilities towards meeting the requirements in the framework. She develops her skills and the play environment so that she meets children's needs. She monitors children's progress using well documented assessment records that track children progress, which demonstrates her good understanding of children's different stages of development. Parents are actively encouraged to share their child's assessments. They include their own impressions of their child's achievements and make suggestions for their further development. This shared approach to children's learning makes a strong contribution towards their overall progress.

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provision

Risk assessments are effective so that hazards to children are kept to a minimum and they can explore their environment safely. Children who sleep in the first floor bedroom or a pushchair are checked regularly to ensure their safety and well-being.

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provision

Children are well safeguarded as the childminder is fully aware of her responsibilities if there are concerns regarding the care of a child. She has comprehensive procedures in place and has attended safeguarding training that enhances her knowledge and skills. The childminder has completed a comprehensive evaluation of the progress she has made since registration. An action plan has been put together so that further developments to her service can be accurately targeted. The childminder is clear about how to seek support for children with special educational needs and/or disabilities. She has extended her knowledge through attending a range of training courses and has close links with her local children's centre. This enables her to network with other childminders and share practice and ideas for further development.

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provision

Close working partnerships with parents are well embedded and contribute strongly towards meeting children's needs. There are regular discussions with parents about how they can support their child's learning at home. Information regarding children's progress is regularly shared and parents and their wishes are respected regarding their care of their child. The childminder does not currently have any early years children on roll who attend other settings where the Early Years Foundation Stage is provided. She is fully aware, however, of the importance of partnership working to ensure continuity for children.

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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 action. 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 EY438399 Local authority Birmingham Inspection number 799629 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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

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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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