Childminder in Birmingham

Inspection date

Previous inspection date 08/03/2013 29/11/2011

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early years provision

This inspection: 2 Previous inspection: 3 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 provides a wide range of interesting and challenging experiences and good quality resources that support children's learning and development. Accurate assessments ensure children receive effective support to make good progress from their starting points.  Children are happy in the childminder's care and, as a result, they form strong bonds of attachment and are well behaved.  Children are effectively protected because the childminder has a clear understanding of child protection procedures. She maintains her professional development well and works closely with parents to support children's learning.

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It is not yet outstanding because

 The childminder does not always help children to develop an awareness of keeping themselves safe indoors.  There is scope to further engage parents within the process of identifying plans for improvement, to enhance the quality of the provision for the benefit of the children who attend.

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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 conducted a tour of the premises.

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Inspection activities

 The inspector looked at children's records and a selection of other documentation, including questionnaires completed by parents.  The inspector spoke with the childminder and children throughout the inspection.

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Inspection activities

 The inspector read letters written by parents to express their views of the provision which they have shared with the childminder.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her fiance and three children aged 11, six and three years in the Billesley area of Birmingham. The whole of the ground floor and the rear garden are used for childminding. The family has two cats.

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Information about the setting

The childminder attends playgroups 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 and pre-schools.

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Information about the setting

There is currently one child on roll in the early years age group, who attends for a variety of sessions. The childminder operates all year round from 8am to 5pm Monday to Friday, except for Bank Holidays and family holidays.

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

 enhance children's awareness safety by helping them to understand what is and is not appropriate, and help them to assess risks to keep themselves safe. This is with particular reference to running indoors

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

 build on self-evaluation to further engage parents within the process of identifying plans for improvement.

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who attend

The childminder has a well-developed understanding of providing activities that promote children's learning. She follows their preferences and plans activities accordingly; for example, she uses books frequently to read stories and focuses on rhyming words. As a result, children's listening skills are well promoted. The childminder gently encourages children to take part by pointing to pictures. They join in by copying her actions and they repeat words, demonstrating that they have good understanding of what is said. The childminder uses open-ended questions, such as, 'where has the dog gone?' Consequently, children's critically thinking and problem-solving skills are effectively stimulated as they seek to respond to the question. The childminder has used the initial assessment with parents to obtain information about children's development. She focuses on targets agreed with parents, for instance, to promote children's social skills. The

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who attend

childminder has a daily routine that includes outings to group activities, and this helps children to develop confidence in environments away from her provision. Consequently, children are making consistent gains in their personal, social and emotional development while they learn about the people in the community and the world around them.

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who attend

There is a good balance of adult-led activities and child-initiated play. The childminder uses both types of play to consistently observe what children do and know. Accurate assessments of children's development indicate that they are within the developmental band expected for their age and highlight where they are developing particularly well. For instance, toddlers are skilled at kicking balls and this means that their large muscle skills are developing very well. The childminder also uses assessments to indicate where children need additional support. She plans their next steps in learning to ensure she gradually builds on their speech and language skills to support children in making good progress from their starting points. The childminder frequently invites parents to look at their children's learning journals and they contribute to the assessment records by sharing what they do at home. Parents also discuss the next steps in children's learning and how

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who attend

they can support learning at home, for example, the development of language skills. The childminder suggests ideas that parents can try, such as ribbon time to encourage singing and using instruments effectively to support children's speech development in an enjoyable way.

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who attend

A wide selection of good quality resources are available and the childminder gives children clear guidance in using these when they need support. She patiently demonstrates how to place cars at the top of the multi-storey car park and how to release them so that they descend the ramp rapidly. The childminder and children laugh as the task is completed successfully, with children learning how to place cars in the correct position. This also means that they develop the ability to continue this process independently, having learned a new skill. Resources are within children's reach and they explore these at their leisure, for example, by turning pages in books and pushing vehicles around the room. The childminder supports children's play effectively by giving precise instructions and they respond appropriately. For instance, they use rolling pins with good control to flatten play dough. Consequently, children's small muscle skills and hand-to-eye coordination are

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who attend

developing well. The childminder introduces description of sizes by talking about large and small pieces, resulting in children's awareness of mathematical language. The childminder includes challenging experiences for toddlers by encouraging them to hold and use scissors correctly. This suggests that she has high expectations of children and consistently builds on their ability, resulting in children developing skills through a wide variety of activities. The childminder effectively supports children in making consistently good progress, which prepares them effectively for nursery or school.

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

The childminder offers a settling-in period tailored to children's individual needs. This provides an introductory phase when the childminder and children start to form relationships. This means that when children start in her provision they are very comfortable in the new environment and this contributes effectively to a smooth transition from home to the childminder's provision. She knows the children well and manages their needs competently. For instance, the childminder allows time for children to lie for a while when they wake up and offers them a drink which they enjoy. She talks to them gently and children respond by nestling against her. This suggests that they feel secure with the childminder and are forming strong bonds of attachment.

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

The childminder is a good role model who talks to children politely and praises them consistently, for example, for sitting on the chair when asked to do so. Consequently, they are well behaved and learn to treat others with respect. Children learn to take risks, such as using scissors under close supervision. This enables them to they grow in confidence as they develop appropriate skills relative to their age. The childminder regularly asks children to refrain from running indoors but does not always give them a reason why. Therefore, children are not clearly aware of how to keep themselves safe or developing an understanding of why their actions may pose a risk to themselves or others.

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

Children are gaining a clear awareness of healthy choices as they eat balanced meals and a good selection of fresh fruit daily. Water beakers are accessible, resulting in the promotion of children's independence skills as they access these easily. The childminder allows sufficient time for children to feed themselves as they grow more skilful in this aspect of self-care. The childminder takes children out in the fresh air daily and they have opportunities to access physical play venues. This means that children are beginning to develop the awareness of the effect of exercise on their bodies. Children frequently attend playgroups where they learn to play with peers and to interact with other adults. The structured routines at these settings help children to gain an understanding of how to behave in large groups, and this prepares them well for the transition to other settings.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She consistently monitors the activities she provides to ensure they are at the correct level for children, and she makes changes based on her review of how the activities support children's learning. She reviews her planning often and adapts this to ensure all areas of learning are included, with a clear emphasis on the prime areas that are most important for young children. As a result, children are effectively supported to make good progress in their development. The childminder is well informed about the progress check at age two years. She is aware of the importance of discussing this with parents to ensure it is completed at an appropriate time to identify gaps in children's development and to ensure early action is taken to support their learning. The childminder shares policies and procedures with parents and informs them

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provision

of her responsibility to protect children at all times. She updates her policies annually and ensures they include the most recent guidance on the safeguarding and welfare requirements. For instance, the childminder has a procedure relating to the use of mobile phones and cameras in her provision and this keeps children safe. She has a well- developed understanding of procedures to be followed if she has concerns about a child in her care and also if there are allegations against any members of the household. This means that children are kept safe at all times. The childminder maintains her professional development by undertaking courses to enhance her knowledge and skills. For instance, she has completed a course in promoting equal opportunities, resulting in an increase in her knowledge about the wider range of festivals relating to various cultures. In turn, the childminder is more aware of recognising

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provision

the celebrations she was not informed about previously, to support all children more effectively. The childminder attends a weekly childminding group where she has opportunities to discuss practice issues with others and to review aspects of her practice, for example, planning. As a result, children's learning and care are more effectively supported. The childminder regularly uses self-evaluation to review her provision and identifies strengths and areas for improvement. The proactive childminder consistently researches information and seeks opportunities to enhance her knowledge and skills to support children in making good progress. She believes that an increase in her understanding of the Early Years Foundation Stage is very important for improving the quality of service she offers to families.

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provision

The partnership with parents is strong and underpinned by consistent communication. The childminder provides information about the care routines and children's experiences, for example, outings to playgroups. Parents comment favourably on the progress children make in their language skills and the remarkable achievements in their social skills and confidence. Parents contribute to the self-evaluation of the childminder's provision through questionnaires that reflect their positive views of the provision. However, although the childminder has been proactive in asking parents for their suggestions for improvement, she is yet to find further ways to involve them in this process. As a result, she has received little feedback to use within her drive towards improving her already good provision further. The childminder demonstrates a good awareness about how to develop partnerships with other professionals to promote continuity and progression if 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 EY271457 Local authority Birmingham Inspection number 819878 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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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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