Childminder in BirminghamOfsted inspection, 22 Mar 2013

Inspection date

Previous inspection date 22/03/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder is able to identify the children's next steps and provides activities to support them in their learning and development and move them forward.  Children are well safeguarded as the childminder has a knowledge and understanding of the procedures to take should she have any concerns about a child in her care.  Children who speak English as an additional language are well supported. The childminder is able to communicate with children both in their home language and in English.

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It is not yet good because

 The childminder is yet to consider how to gather and provide evidence from assessment records in readiness for the children's progress check at age two.  Children do not always have opportunities to select resources for themselves to enhance their independent skills and to help them to make choices within their play.  There are limited opportunities for children to access resources and activities to teach them about the wider world.

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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 children taking part in activities.

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Inspection activities

 The inspector looked at children's records, planning, assessments and other required documentation.  The inspector held ongoing discussions with the childminder.

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Information about the setting

The childminder was registered in 2011. She lives with her husband and three children aged seven and six years and 16 months in the Sparkhill area of Birmingham. The whole of the ground floor and a bedroom on the first floor are used for childminding. The paved area of the rear garden is available for outdoor play. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder offers care to children who speak English as an additional language.

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Information about the setting

There is currently one child on roll in the early years age group who attends for one session a week. The childminder is open all year round from 9am to 5pm Monday to Friday except for family holidays.

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must:

 develop assessment processes to ensure that the progress check at age two is completed when necessary and information shared with parents.

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

 provide children with opportunities to make additional choices within their play in order for them to develop their independence and lead their own play and discoveries

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

 provide children with resources and activities to help them to learn about the wider world and other cultures, customs and disability.

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who attend

Children are happy with the childminder and are forming secure relationships with her. She takes time to find out about their likes and routines before they start and uses this information to help them to settle. This provides consistency between home and minding environments. The childminder has an understanding of the expected levels of children's age and stage of development. She plans activities to cover the areas of learning and to support children to move forward to their next steps. She uses guidance, such as 'Development Matters in the Early Years Foundation Stage' to track and further plan for children's progress. Children have a memory book with photographs of them taking part in activities and observations that the childminder has carried out. The childminder shares these with parents and asks them to comment about children's learning at home. She then uses these to further plan activities to support children's learning. The childminder is

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who attend

aware of the progress check which she should have carried out when children reached two years of age. However, she is yet to use her knowledge to consider how to implement this with children in her setting. As a result, parents may not receive the necessary information to ensure that their child is making progress in line with their starting points and capabilities.

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who attend

Children are beginning to learn the necessary skills to prepare them for school. The childminder encourages them to take part in activities, such as colouring, cutting with scissors and glueing. This helps them to learn to concentrate and develops early skills in making marks. The childminder helps children to develop their communication and language. She uses repetitive speech and extends children's vocabulary by encouraging them to name familiar characters and animals in books. Children enjoy constructing and spend time building with large plastic bricks. The childminder extends the activity by encouraging children to name and match the colours of the bricks. They learn the names of shapes as they complete puzzles and cut different shapes using play dough. They are beginning to solve problems and work with their peers to find solutions. For example, when using the rocking caterpillar and making bubbles in the water. Children develop their

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who attend

imaginations as they play in the role play shop, buying and selling items and using money from the till.

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

Children's health and well-being is appropriately supported. They are safe and secure within the setting as the childminder has procedures in place to identify and prevent potential hazards. For example, she uses a daily check list and all areas used by the children are made safe before they arrive. Resources are appropriate for the age of the children who attend. However, although the childminder provides some activities for them to choose from, these choices are limited. Some toys are stored upstairs in the playroom and a system for children to select from these to enhance their play is not in place. Resources which portray positive images of diversity and the wider world are limited. As a result, children do not learn about other cultures, customs or disabilities. Children adopt healthy lifestyles as they access fresh air and play outdoors. They enjoy throwing and kicking balls and the childminder extends this by teaching them how to bounce and roll

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

them. This helps children to develop their large muscle skills and hand-eye coordination. They enjoy healthy meals, such as, pasta, chicken, rice, salad and snacks of fresh fruit.

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

Children feel emotionally secure with the childminder as a result of the care and support she gives to them. She sits with them as they play and shows an interest in what they are doing. She is supportive of children who are little unsure or shy and gives them time to adjust to unfamiliar situations. They develop self-esteem as the childminder offers praise for every achievement no matter how small. Children's behaviour is managed well and strategies for dealing with behaviour are appropriate to each child's age and stage of development. Social skills are encouraged in preparation for later transitions to nursery or school as children learn to take turns and share toys. Children who speak English as an additional language are very well supported. The childminder communicates with the children both in their home language and English. This further develops their feelings of security and self-worth. Children are gaining an understanding of how to keep themselves

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

safe as the childminder reminds them to take care when using equipment and to use it correctly. For example, she sensitively reminds them not to throw the bricks. They learn about road safety as they hold hands when they cross the road using the pedestrian crossing and practise evacuation procedures.

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provision

The childminder's knowledge and understanding of the signs and symptoms of abuse ensures that children are well protected. Policies and procedures relating to children's safety are shared with parents and the childminder knows who to contact should she have concern regarding a child in her care.

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provision

The childminder works closely with parents and shares information with them regarding children's ongoing personal routines and achievements every time they attend. The childminder does not currently care for children who attend other settings or schools. However, she has considered how she will share information with other professionals and work with them to support the children. For example, she has developed a transition document to share information on children's development and individual needs.

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provision

The childminder is committed to providing children with good quality care. She uses the self-evaluation schedule to help her to identify the strengths and weaknesses of her practice and the educational provision. She reflects on the care that she offers and understands that improvements need to be made and practice embedded to improve children's care, development and learning. She has attended some training and identified additional training that will help her to further make improvements.

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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 EY449762 Local authority Birmingham Inspection number 808726 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 3 Number of children on roll 1

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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

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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