Childminder in Birmingham

Inspection date

Previous inspection date 11/03/2013 Not Applicable

p.1

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

p.1

This provision is good

 The childminder shows a good knowledge of each child's learning needs and stage of development, and provides a wide range of exciting and stimulating experiences that interest and engage children. As a result, children make good progress.  Children can move freely around the welcoming home where space is organised effectively, creating a child-friendly environment. The childminder carries out regular checks on her home to enable the children to play, eat and rest in safety and comfort.  Children benefit from a range of activities outside the setting. They regularly visit stay and play groups, the soft play centre, park and library, which supports them well in learning to socialise and explore their local community.  The childminder has developed an effective two-way communication with parents. Information is shared daily to ensure continuity of care and learning between home and the childminding environment.

p.1

It is not yet outstanding because

 Children, on occasions, use the same towel to dry their hands, which does not always effectively prevent the risk of cross-infection.  There is scope to improve resources to support children's imagination, with particular regard to role playing events in everyday life.

p.1

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

p.2

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.

p.2

Inspection activities

 The inspector spoke with the childminder throughout the inspection about the care provided and the activities on offer.

p.2

Inspection activities

 The inspector chatted with children and observed them during their play in both rooms on the ground floor of the childminder's home.

p.2

Inspection activities

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

p.2

Inspection activities

 The inspector looked at children's developmental records, planning documentation, policies and procedures, and the childminder's self-evaluation document, and took account of the views of parents from letters.

p.2

Information about the setting

The childminder registered in 2012 on the Early Years Register. She lives with her partner and child aged five years in Birmingham. The ground floor and first floor bathroom are used for childminding.

p.3

Information about the setting

The childminder visits the shops and park on regular basis. She is able to collect children from the local schools and pre-schools. There are currently two children on roll, both of whom are within the early years group and attend on a part-time basis. The childminder operates all year round from 8am to 6pm Monday to Friday, except for family holidays.

p.3

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

 enrich children's opportunities to use their imagination during role play, for example, by providing a range of resources reflecting everyday life, such as kitchen items, telephones or washing materials

p.3

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.

p.3

who attend

Children are interested and respond positively to the variety of activities and experiences. As a result, they are engaged and motivated to learn and are beginning to learn the necessary skills to prepare them for school readiness. Children love to look at books. Younger children learn to turn the pages correctly and all children enjoy listening to familiar stories. The childminder is skilful at planning these activities and uses them effectively as opportunities to help children's learning. For example, a trip to the local library enhances children's love of books, and a craft activity involving making masks encourages them to dress up as a familiar character. However, there is scope to improve resources to support children's imagination, with particular regard to everyday life activities, such as using a telephone.

p.3

who attend

The childminder develops children's communication and language skills well. She constantly engages with the children and repeats words and extends their vocabulary by asking simple questions. For example, children show their delight as they look through the window at a snow storm emerging. They talk about the snow 'spinning' and the childminder introduces them to new words, such as 'blizzard' and 'windmill'. They discuss the different sounds they hear, such as a bird, and the childminder encourages younger children to join in action rhymes to help them understand the meaning of words. Children enjoy looking at photographs of themselves in their development records. They confidently point out their family members and peers. The childminder uses this opportunity to recall past events and talk with the children about what they did and how they felt. This helps promote children's personal, social and emotional development.

p.3

who attend

Children develop their mathematical skills through everyday experiences. For example, they count the numbers displayed on the wall and the steps as they climb the stairs. The childminder extends children's number recognition by asking them to point out the numbers on the clock, such as when it is time for lunch or for their parents to arrive.

p.4

who attend

Children join in a range of craft activities, such as, painting, gluing, printing, baking and collage. These opportunities allow them to express themselves creatively. Children are helped to consider and value each other's backgrounds. Their understanding of diversity is promoted through the range of books and puzzles. Good opportunities are provided for children to develop their knowledge of how things work and they enjoy relaxing in the sensory area. They explore and investigate different man-made and natural products which help develop their senses, such as pine cones, leaves, feathers, sand, play dough and material. Children spend time outdoors in the fresh air and use a range of equipment to develop their understanding of the natural world. For example, great fun is had hunting for mini beasts and using magnifying glasses to observe insects, and binoculars to observe birds.

p.4

who attend

The childminder gathers information from parents about children's likes, dislikes and abilities during settling-in time. She uses this knowledge as a starting point to promote children's learning and this helps her to get to know them and enables her to settle them quickly. This provides continuity between home and the setting. The childminder plans a good variety of adult-led and child-initiated activities which are based on children's preferences and interests. She regularly carries out observations of children as they play and records what they can do and what they need to learn next. This helps to ensure any areas of concern are promptly addressed with parents so that every child is assisted to meet their full potential and prepare them for future learning. The childminder is aware of the requirements for the progress check at age two and has begun to prepare systems to complete this appropriately. This means the childminder and parents can consistently

p.4

who attend

support children's learning in the setting and at home.

p.4

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

Children move freely around the welcoming home. Space and resources are organised effectively to enable them to make independent choices, which promotes their confidence. Children are happy and settled and have formed good relationships with the childminder. They feel emotionally secure as a result of the warm, loving and consistent care she gives them. She encourages children to be kind, considerate and thoughtful to each other. As result, children are well mannered, share and take turns. The childminder praises and encourages children frequently and shares boundaries and expectations with parents to maintain a joint approach. This helps build children's self-esteem. The childminder asks parents to complete an 'all about me' form from the onset, which includes useful information about their children's care routines. This ensures children are supported from the start and communication with parents is maintained. Some of the

p.4

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

children's artwork is displayed in the setting, which helps provide them with a sense of belonging, as well as enabling parents to see their child's own work.

p.5

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

Children learn how to keep themselves safe. For example, they wear fluorescent jackets on outings and the childminder talks to them about stranger danger. She encourages children to use a pelican crossing and to stop at the kerb and to look and listen. This reminds children how to cross the road safely. Children develop good self-care skills as they independently wash their hands before eating. However, arrangements for hand drying do not ensure children's health is fully protected because they use a shared towel. Children know to sit at the table to eat and are encouraged to feed themselves. They learn about food that is healthy and unhealthy and are starting to make some healthy choices, for example, choosing yoghurt and dried fruit to eat after lunch. A menu is produced to give parents information about meal choices. Fresh drinks are always available and the childminder is aware of each child's dietary needs and ensures these are met. She is

p.5

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

mindful that children cannot use the garden because of the current renovations and provides a range of activities outside the setting. Children regularly visit play and stay groups, a soft play centre and a park. Overall, these opportunities help support children's physical development and develop social skills in preparation for later transitions to nursery and school.

p.5

provision

The childminder demonstrates a good knowledge of child protection procedures and confidently describes a range of potential signs and symptoms of abuse in order to safeguard children. She is fully aware of her responsibilities to protect the children in her care and has attended safeguard training. She keeps a list of appropriate contact numbers to use, should she need to refer any concerns. Children are safe and secure within the setting as the childminder has procedures in place to identify and prevent potential hazards. All areas used by the children are checked and risk assessed before they arrive.

p.5

provision

The childminder fully understands her responsibilities with regard to meeting the requirements of the Statutory Framework for the Early Years Foundation Stage. She is an experienced childcare practitioner and holds a level 3 early years qualification. She has a positive attitude towards continuous improvements and has clear ideas how to drive her setting forward. For example, she wishes to extend the range of resources and experiences available to children, particularly in her garden. She has undertaken a range of training courses, including food safety and first aid, and has attended workshops for communication and music in the early years. This helps to reinforce her existing knowledge and monitor educational programmes, and raises her awareness of relevant issues. The childminder takes on board parents' and children's views. She uses their comments to help develop her setting to further support long-term achievements and

p.5

provision

good results for children. The childminder has a positive relationship with parents and an effective two-way flow of information keeps them informed of their child's progress and development. This ensures a strong link between home and the setting is maintained. Policies and procedures are frequently reviewed and children's personal records are stored appropriately to ensure confidentiality is maintained. The childminder recognises the importance of smooth partnership working for children who attend other early years settings by establishing links with other providers and schools to support continuity of care and learning for each child.

p.5

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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY450518 Local authority Birmingham Inspection number 885056 Type of provision Childminder Registration category Childminder Age range of children 0 - 5 Total number of places 5 Number of children on roll 2

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10