Buttery Joanne

Inspection date

Previous inspection date 12/07/2013 21/01/2013

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early years provision

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

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This provision is satisfactory

 The childminder provides generally suitable activities and age-appropriate resources to support children's learning. She understands the importance of the prime areas of learning and promotes children's language skills reasonably well.  Children settle comfortably into the setting because the childminder follows their established routines from home.  Children form strong attachments because they are comfortable in the care of the childminder, and they are generally well behaved.  The childminder works fairly well with parents to promote children's development.

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It is not yet good because

 The childminder has not considered her safeguarding policy with regard to the possibility of allegations being made against a member of the household, or the use of mobile phones or cameras in the setting, in order to fully protect children.  Partnership working with some other early years providers does not support all children's individual needs effectively.  The self-evaluation is not sufficiently rigorous and does not have clearly identified priorities for improvement in order to continually enhance children's care and learning.

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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 convenient times during the inspection, and spoke with children.

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Inspection activities

 The inspector sampled documents including children's records and the safeguarding policy.  The childminder conducted a tour of the premises.

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Information about the setting

The childminder was registered in 1999 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, one adult child and one teenage child in the Marston Green area of Birmingham. The whole of the ground floor and the rear garden are used for childminding. The family has two dogs, two cats, a rabbit, a hamster and fish as pets.

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Information about the setting

The childminder attends a toddler group with minded children. She visits the local shops and park on a regular basis. She collects children from the local schools and takes children to pre-schools.

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Information about the setting

There are currently eight children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm Monday to Friday, except for Bank Holidays and family holidays.

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must:

 ensure that the consideration of safeguarding procedures covers what to do if an allegation is made against a member of the household, and the use of cameras and mobile phones in the setting

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must:

 improve partnership working with other settings children attend to ensure that all children benefit from continuity, and that there is always a shared understanding between all those involved with individual children's care and learning.

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

 develop further the self-evaluation to clearly show the areas for improvement and the action planned to target these, in order to support long-term development and better outcomes for children.

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who attend

The childminder provides a range of suitable activities that support children's development in the prime areas of learning. For example, the childminder talks to children constantly throughout activities and encourages them to look at books regularly. As they look at pictures, the childminder makes links with what they already know. For instance, she talks about the use of an umbrella when it rains. The childminder joins in regularly with play, for instance, she models how to walk from one footprint to another when children play on the cushioned strip. She promotes critical thinking through open-ended questions, such as, 'how does it feel without shoes?' Chalk boards and tubs of chalk are set out within reach of children and they readily use these to make marks as they use individual chalk boards. A suitable range of age-appropriate resources are within reach, and these support opportunities for children to explore as they wish.

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who attend

Children tap on xylophones and hit notes on the piano while the childminder sings a nursery rhyme. Children enjoy play as they pretend to talk to parents on the phone and they build low towers with stacking cups which are numbered. The childminder points to these and children copy when she names each numeral. She plans activities daily based on children's preferences for play and by monitoring their development. She is developing the use of a tracking document to make links with observations. The childminder plans for children individually by including challenges to move children on in their learning. For example, she plans daily group play so that children learn to take turns at sharing resources.

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who attend

When children start in the setting, the childminder asks parents about preferences, for example, favourite nursery rhymes. She includes these in related activities during the settling-in phase. The childminder is keen to promote children's language skills and discusses with parents some activities they can continue at home to raise children's achievement. For example, she has agreed with parents to name items so that children learn the words. This encourages joint working with parents to ensure children's language skills grow appropriately. The childminder has not had occasion to complete the progress check at age two, but is actively improving her knowledge so that this can be completed when the time comes, in order to provide a clear overview of children's progress and identify where additional intervention and support might be needed.

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who attend

The childminder plans regular outings to toddler groups and, as a result, children are developing adequate social skills. She believes that children benefit from opportunities to mix with others in environments away from her premises. As a result, children learn how to behave in large groups, and this prepares them for the next stage in their learning. The walk back from the school run is an opportunity to learn about the world in which children live. For example, they often feed the ducks in the park and enjoy visits to local shops as part of the daily routine.

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

The settling-in period lasts for several weeks and gives children time to feel comfortable in the childminder's care. She continues with routines established in the home and, as a result, the gradual move from home to the setting is stress-free for all children. The childminder cuddles children when they need comforting or are unsettled, and this helps them to form strong attachments. Therefore, children feel secure and are happy in her home. Warm interaction with lots of praise ensures that children respond positively to what the childminder says. As they follow her guidance, children learn the boundaries of behaviour and are generally well behaved.

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

Care arrangements are carried out as agreed with parents, who provide packed lunches for dinner time. These include an adequate balance of a selection of fresh fruit, yoghurt and sandwiches. The childminder provides bottles of drink which are within children's reach. She knows the children generally well and discusses with parents how to promote self-feeding for those who are reluctant to eat or those who have not yet learned to control the rate at which they eat. The childminder sometimes feeds them but also encourages children to feed themselves at dinner time. Consequently, children are developing self-help skills. Children aged three years and over go to the bathroom independently to attend to their personal needs. This maintains their self-help skills appropriately.

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

Children play outside in the area cordoned off for their activities, and they have opportunities for physical exercise daily. For instance, they walk at least part of the way when returning from the school run and they also enjoy physical play at toddler groups. They learn to take risks on the large play equipment as they mount steps to climbing frames under the childminder's close supervision. This means that they learn to maintain their personal safety. Children sleep according to their established patterns for short periods during the day, and the childminder provides quiet activities, such as story time, when children sit for short periods to listen. The front door to the premises is locked at all times when children are present, and this contributes to their safety. Additional measures, such as safety gates, ensure that younger children cannot climb the stairs unsupervised.

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provision

The childminder has a reasonable understanding of procedures to be followed if she has concerns about the children in her care. She has a list of numbers to contact external agencies. She has a written policy that includes relevant information to share with parents. However, the childminder has not considered fully the procedures relating to allegations against herself or members of the household, and she has not yet clarified procedures regarding the use of mobile phones or cameras when children are present. Consequently, the procedures to safeguard children are not sufficiently comprehensive to fully meet requirements. All records relevant to childminding are available for inspection. For example, records of children who have recently attended and daily records of attendance are maintained consistently.

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provision

The childminder reviews activities to decide whether they are appropriate for children at their individual level, and adjusts them to meet their needs. For example, she ensures that younger children have simple books with large pictures, and uses the more detailed ones for children who attend nursery. The childminder currently cares for children who attend other early years providers. Although she has some discussions about the progress of these children, the childminder does not regularly share information with all of the other settings children attend. This means that there is no two-way flow of all the information available to complement children's learning in both settings. Therefore, there is sometimes a lack of shared understanding of the children's individual needs and progress.

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provision

The childminder has made some changes to her provision since the last inspection. She has cordoned off a play space in the rear garden to promote children's physical play more. She adds to her resources to ensure that all children have access to favourites, for example, pushchairs for play. However, the childminder has not identified priorities for improvement to ensure that she consistently makes changes that support children's learning and care. The childminder has undertaken some training recently, for example, she has renewed her first aid qualification. This means that she has refreshed her skills to manage any accidents or injuries to children appropriately. The partnership working with parents is generally good. The childminder provides copies of policies so that parents are informed about procedures in her setting. She shares information about children's experiences and routines on a daily basis. The childminder receives some support from

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provision

external agencies with regard to the running of her provision.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 implement a written statement of procedures to be followed if there are allegations against a member of the household, and procedures regarding the use of mobile phones and cameras (Compulsory part of the Childcare Register).  implement a written statement of procedures to be followed if there are allegations against a member of the household, and procedures regarding the use of mobile phones and cameras (Voluntary part of the Childcare Register).

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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 250195 Local authority Solihull Inspection number 926653 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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