Childminder in Birmingham

Inspection date

Previous inspection date 11/03/2013 14/03/2011

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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

 Children are happy and motivated to learn because the childminder offers them plenty of praise and encouragement and provides a good range of interesting and engaging learning experiences.  Good communication exists between the childminder and her assistants, which ensures children are effectively supported as they receive sensitive, comforting interaction and care.  The childminder has a good understanding of health and safety, ensuring that children are safe and secure. She assesses risks to her premises and minimises hazards to enable children to enjoy their environment freely.  The childminder is proactive in developing her service. She acts on advice and attends training to enhance her knowledge. Her plans for improvement are well targeted to strengthen her practice further.

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It is not yet outstanding because

 Processes for assessing children's progress and learning between the age of two and three years has yet to be fully implemented to highlight strengths and any significant emerging concerns to support early intervention.  There is scope to improve relationships with parents in relation to enhancing children's learning at home through a more effective exchange of information.

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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 observed the childminder engaging in a range of indoor learning activities, play and daily care routines with the children.

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Inspection activities

 The inspector conducted a tour of the childminder's home during the inspection and held conversations with the childminder, her assistant and the children.

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Inspection activities

 The inspector looked at children's assessment records, including planning information and children's development folders.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and her assistants, and discussed the provider's self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2000 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and one child aged 14 years in Sutton Coldfield. The whole ground floor of the house, two bedrooms on the first 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 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 and pre-schools.

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Information about the setting

There are currently 10 children on roll, four of whom are in the early years age group and attend 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. The childminder supports children with special educational needs and/or disabilities and those who speak English as an additional language.

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

 develop further the system for assessing children's progress and learning between the age of two and three years to highlight strengths and any significant emerging concerns to support early intervention

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

 build on the partnership with parents by improving the exchange of information and encouraging them to share their views to enhance children's leaning and development at home.

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who attend

Teaching is rooted in a good knowledge of child development and the expected levels children reach at different stages. The childminder uses the 'Development Matters in the Early Years Foundation Stage' guidance as a tool to help her further support children's development. She recognises the requirement to complete a progress check at age two. However, she has not fully considered how she will implement this using her assessment records, when the children present reach age two years and over. Children benefit from the useful information from parents about their individual interests, needs and preferences, which the childminder uses to effectively plan activities which incorporate the prime and specific areas of learning. The childminder makes daily changes to support children's interests and needs. For example, younger children who have learned to walk are now encouraged to run outdoors to continue to practise their developing skills.

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who attend

Children are encouraged by the childminder to share toys and play together to promote their social skills in preparation for later transition to nursery and school. As a result, they make good progress in their learning and development.

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who attend

The designated playroom is organised efficiently to ensure children are able to initiate their own play using a variety of developmentally appropriate equipment. The childminder places a strong significance on promoting children's confidence and communication skills. She helps to foster children's communication and language skills and form close attachments by singing action and number rhymes and looking at children's favourite books together. Children who speak English as an additional language are supported through the childminder's effective use of visual aids in their home language. She uses a creative approach to assisting children to learn their home language by encouraging them to be her teacher, practising new words together. Children are encouraged to learn about numbers, shapes and colour as they sort and stack building blocks, play matching games or mix colours with their hands during art activities. Learning opportunities for outdoor

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who attend

play are fully optimised to allow children to explore and investigate the natural world, such as feeding the squirrel who visits daily, planting and growing a variety of seeds or bug hunting in the local park. The childminder and her assistant have also adopted a donkey which the children visit regularly. All children have good opportunities to spend time outdoors in the fresh air to promote their physical skills using a broad range of outdoor equipment at the childminder's home. They also have opportunities to play on the larger equipment at 'stay and play' groups and other play venues.

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who attend

The childminder has a sound knowledge of promoting equality of opportunity and ensures all children and their families are valued and respected. Children access a good variety of multicultural resources, particularly in the role play area. They enjoy celebrating festivals throughout the year, such as Halloween, Christmas, Chinese New Year and, more recently, Mother's Day. This helps to ensure their understanding of a diverse society is fully fostered. The childminder communicates initially with parents by gathering useful information about children's care needs. However, there is scope to improve the exchange of information regarding children's learning and development, to ensure more is shared in order to enable parents to support their children's learning at home.

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

Pre-arranged settling-in sessions help children to make the change from home to the setting. The childminder employs two assistants and they work well together, complementing each other's skills and interactions. Time is allowed for children to form bonds and make their own choice in their key person. This helps them to settle quickly and parents feel comfortable leaving their children. Children enjoy a warm and caring relationship with the childminder and her assistants, and this is evident through their play and explorations. Children are developing bonds and attachments with all staff because they are all familiar with children's individual needs and unique personalities. They happily move around the childminder's home and enjoy choosing resources to play with, and staff encourage their confidence and independence. Children respond well to the childminder and her assistants' calm and patient characters. Behaviour is managed consistently by all

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

staff; rules are set, explained and clear, and reasonable and consistent limits are maintained. Gentle reminders during play help children understand about being kind to each other and taking turns. As a result, children are settled and self-assured.

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

The childminder is vigilant about children's safety and they are supervised well at all times. Children gain a good understanding of how to keep themselves safe as they help tidy away toys to leave clear spaces to walk and play. Children are encouraged to develop an understanding of the importance of physical exercise and healthy lifestyles. They have opportunities to run outside in the garden, explore larger climbing equipment or dance to music in the childminder's home. They enjoy freshly prepared snacks and meals which take into account their individual dietary needs. Good hygiene routines help children to understand the importance of keeping themselves clean. Children are supported well to develop an awareness of their own toileting needs, as they independently visit the bathroom and the childminder sensitively encourages them to wash their hands.

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provision

The childminder is very well organised and has a comprehensive range of policies and procedures in place which support her good practice. Policies are shared with her assistants and parents to ensure they are clear about how the provision operates. The premises are safe and secure. The childminder regularly updates the risk assessments to ensure any hazards are minimised. She has a very clear understanding of child protection issues and is confident about the procedures to follow in the event of a concern about a child in her care. She ensures parents are aware of her duty of care regarding the safeguarding and welfare requirements.

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provision

The childminder is aware of her roles and responsibilities in employing assistants. For example, she holds relevant documentation regarding her two assistants' suitability and both hold a current first aid certificate. The childminder values her assistants and encourages them to share her views and opinions openly in an environment of trust and respect. All of the required documentation and parental consents are in place, and stored safely in a locked unit to ensure confidentiality. This also ensures children are cared for in line with parental wishes. All children benefit from good levels of care because the childminder ensures they feel safe, achieve well and are fully included in activities.

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provision

Systems for monitoring and evaluating practice are in place. The childminder has a secure understanding of the learning and development requirements and monitors the educational programme and her impact on children's learning. She has completed an informative self-evaluation document which clearly outlines her strengths and identifies areas for development. She has identified a number of training courses and workshops she would like to attend to secure her skills and knowledge, and also changes and additions to the resources and environment. All of this clearly demonstrates how she is intending to maintain continuous improvement. Parents' and older children's comments are positive about the setting. Parents are extremely pleased with the care their children receive and older children feel supported by the childminder. Social skills are encouraged in preparation for later transitions to nursery and school and to help children play well with friends and share toys. The childminder

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provision

cares for children who attend other early years settings and has taken positive steps, such as liaising daily with teachers, to ensure transitions are smooth and children are fully supported.

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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 405355 Local authority Birmingham Inspection number 819286 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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