Childminder, Out-of school day care in Birmingham

Inspection date

Previous inspection date 22/05/2013 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

 There is a reasonable balance of child-led play and adult-led activities and a selection of interesting resources, for example, musical toys, which children enjoy. Therefore, children have opportunities to explore their surroundings and are developing steadily.  Children are happy in the childminder's care and, as a result, they form strong relationships and learn to develop caring attitudes towards others.  The childminder has a well-developed understanding of procedures to be followed if she has concerns about children in her care. Consequently, children are protected.  The childminder maintains her professional development appropriately to extend her skills so that she supports children's care and learning more effectively.

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It is not yet good because

 The childminder has not yet involved parents in children's learning by suggesting activities to continue with learning at home. This means that the positive partnership is not fully developed to share an understanding of how to support children's learning.  The childminder does not always use the information gained from observations and assessments to plan the next steps in children's learning. Therefore, the support children receive is, at times, not sufficiently targeted to promote their learning.  The childminder has not yet included parents and children in the self-evaluation of her provision to take account of their suggestions for improvement. Consequently, they do not contribute to the development of the service.

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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 held discussions with the childminder at appropriate times during the inspection and spoke with children.  The inspector sampled documents, including children's records.

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Inspection activities

 The inspector read letters written by parents that comment on the service they receive.  The inspector evaluated a learning and play activity with the childminder.  The inspector conducted a tour of the premises.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged six and three years in the Sutton Coldfield area of Birmingham. The whole of the ground floor and the rear garden are used for childminding.

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Information about the setting

The childminder attends a childminding group and also takes children to play groups. She visits the shops and local 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 two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 5.30pm Monday to Friday, except Bank Holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve the planning of learning experiences by using robust observation and assessment of children's learning to identify the next steps in their learning, taking into account their interests

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must:

 involve parents in their children's learning by encouraging them to enhance children's development at home.

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

 build on self-evaluation by extending how the views of parents and children are incorporated, to further assist in identifying areas for further improvements.

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who attend

The childminder provides a welcoming environment in which children enjoy a fair range of activities. She ensures resources are accessible at all times, and this results in children's freedom to start play at any time. The childminder takes account of children's preferences to plan for their learning. For instance, she includes daily music sessions, which they enjoy, and she encourages children to shake instruments and models how to move their bodies in different ways. By swaying and bending their upper bodies in response to the rhythm, children are beginning to develop their large muscle skills. Furthermore, children's small muscle skills are growing as they press buttons and clap with enthusiasm to express their delight as the music continues. The childminder constantly talks to children, and this promotes their language skills well as they babble during interaction with her or when playing on their own. As the childminder gently reminds children to share resources they

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who attend

respond promptly, demonstrating clear understanding of what is said. The childminder uses a variety of methods, such as story time, to extend children's listening skills. She regularly takes them to the local library where they join her in selecting books for reading. Accordingly, children learn to develop an awareness of print. The spacious rooms are ideal for babies to move around and they pull themselves up to stand while exploring their surroundings.

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who attend

Children are imaginative in their play, for example, they pretend to sing into a microphone, which they hold and use with good control. They make a range of sounds to simulate high and low notes, and remain focused and keep on trying. They move away and then return to resume play in short bursts, clearly taking pleasure in what they do. Therefore, children demonstrate their understanding of the world as they learn actively. This activity inspires babies who attempt to copy what they see, reflecting their willingness to 'have a go'. There is an appropriate balance between child-led play and the childminder's involvement. She allows children to choose equipment and play unhindered. She joins in as appropriate, for example, to unfold pushchairs, so that children can continue with their play.

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who attend

The childminder discusses with parents what children can do at the outset, and during the settling-in phase she observes all aspects of children's development. She regularly records observations as they play and makes accurate assessments of the age bands that are applicable to their skills. However, the next step in learning is not routinely addressed as the childminder does not always use observations and assessments to plan specifically for children's further learning. This means that the support they receive is not consistently matched to their development to promote and maintain good progress. As yet, the childminder has not discussed parents' contribution to children's learning, for instance, by suggesting how they continue with their learning at home. Consequently, children's learning and development are not firmly supported by a shared perception of how their needs can be best promoted. The childminder regularly attends playgroups, where

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who attend

children have opportunities to join in a variety of activities. For example, they enjoy listening to stories and explore play equipment. During these outings, children learn to mix with others in large groups and this helps them to develop social skills to interact with peers. Accordingly, children learn how to share and take turns in a large group, resulting in their preparation for moving to other settings at a later date.

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

Children are fully at ease in the childminder's home because she allows time for them to settle, and this helps them to form strong relationships. The childminder ensures she adheres to routines similar to those used by parents, who supply a range of information to help her do this. Consequently, children experience a smooth transition from home to the childminder's care. She responds to their moods with hugs and cuddles, resulting in them feeling a sense of security. The childminder's gentle approach and clear instructions ensure children have a good understanding of what is expected of them, for instance, to share toys. As a result, children develop caring attitudes towards their peers and learn to play well alongside others. Children's self-esteem is frequently raised as the childminder praises their willingness to follow instructions and, as a result, they are well behaved. The childminder provides appropriate challenge for those children who are reluctant to interact

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

with others. She encourages play with others and this helps them to feel confident and to mix more easily.

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

The childminder encourages children to fetch their own coats and shoes in preparation for outdoor activities, such as outings to playgroups. Accordingly, they develop independence skills and these are consistently maintained in other relevant areas. For instance, children drink unaided from beakers and are developing skills in finger feeding. Children learn to take risks by accessing large play equipment at physical play venues. For example, babies crawl up a few steps as the childminder looks on, and they have a sense of achievement when she acknowledges what they have done. Through constant supervision, and by the childminder's monitoring of potential hazards on the premises and outings, children's safety is adequately maintained. Healthy, balanced meals are provided on a daily basis. These, combined with the opportunities for outdoor play in the park, contribute to children's awareness of healthy lifestyles.

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provision

The childminder has a clear understanding of procedures to be followed if she has concerns about children in her care and is confident to liaise with agencies relating to safeguarding matters. Policies are shared with parents, who are informed about her responsibilities to protect children at all times. An appropriate range of procedures are in place to maintain children's safety, including risk assessments for outings. These procedures contribute to a safe environment in which children are protected. The childminder's understanding of the learning and development requirements is growing. For example, she generally promotes the prime areas of learning through the activities planned for young children, and she reflects on the activities to note how well they support children's learning. She is aware of the importance of making assessments of children's development to identify where they need support to make good progress. The

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provision

childminder is aware of the progress check at age two and is currently researching how these can be completed effectively with parents when they are due.

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provision

The childminder reflects on her provision and has made some changes since registration. For instance, she has provided more equipment. She has plans to increase the outdoor resources to provide more opportunities for exercise to promote children's physical skills. However, the childminder has not involved parents or children in the self-evaluation of her provision. This means that they do not contribute suggestions for improvement to make changes that are specifically tailored to children's needs. The childminder reviews her knowledge of early years matters and takes steps to maintain her professional development. For instance, she holds discussions with other professionals, ensuring she explores practice issues to provide effective support for the children. She is currently exploring the possibility of undertaking a course in safeguarding to enhance her understanding relating to the protection of children.

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provision

There is a positive partnership with parents, who are pleased with the service they receive. Parents are convinced that their children are happy in the care of the childminder, who provides a warm and welcoming environment in which they are fully at ease. The childminder works well with other professionals, for example, she attends a group where she liaises with other childminders. As a result, she benefits from the interaction with more experienced colleagues and, in turn, this contributes positively to children's care and learning. The childminder does not currently care for any children who attend other early years setting. However, she is fully aware of the importance of liaising with other providers, if necessary, to ensure there is continuity in children's learning and care at all times.

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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 EY456249 Local authority Birmingham Inspection number 895935 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

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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