Childminder in Birmingham

Inspection date

Previous inspection date 20/09/2013 01/11/2011

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early years provision

This inspection: 2 Previous inspection: 2 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

 The childminder has a secure knowledge of the Early Years Foundation Stage. Accurate observations are used well to plan a range of interesting and stimulating activities, which supports children's learning and development in all areas. As a result, children make good progress.  The childminder supports children's learning well as she engages in their play. She uses different teaching methods to ensure individual children progress well. Methods include modelling, using sign language and asking questions to extend children's their play.  Self-evaluation is robust and clearly supports the identification of the childminder's strengths and weaknesses. The childminder is accredited offering free nursery education for young children.

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It is not yet outstanding because

 Opportunities for children to further extend and maintain their interest in the role play activities has not been fully extended in the outdoor area.  Parents are not provided with enough ideas and suggestions about how they can extend and build on their children's learning at home.

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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 engage in a range of indoor learning activities, play and daily care routines with children.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journals, documentation and a selection of policies and procedures.

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Inspection activities

 The inspector looked at other areas on the ground floor, such as, the kitchen, lounge and the garden.

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged five and 10 years in the Kings Heath area, Birmingham. The whole of the ground floor is used for childminding. Accessibility to the premises is on the ground floor level. There is a fully enclosed garden available for outside play. The family has a guinea pig and a dog as pets.

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Information about the setting

There are currently five children on roll, of whom three are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. She attends local groups in the local children's centre. The childminder collects children from local schools and pre- schools and visits the local shops and park on a regular basis.

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Information about the setting

The childminder is a member of the Professional Association for Childcare and Early Years. She is an accredited childminder and receives funding for two-, three- and four-year-old children. The childminder has an early years qualification at level 3 and cares for children with special educational needs and/or disabilities.

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

 improve the resources in the outdoor area to enhance and maintain children's interest in role play activities

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

 build and extend on information given to parents, so they are able enhance their children's learning, for example, by providing more ideas and suggestions of what can be done at home with their children.

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who attend

Children make good progress in their learning because of effective procedures for monitoring children's development towards the early learning goals. The childminder collects detailed information on children's starting points, which she uses to plan a range of interesting play opportunities for children. Through regular and accurate observations and assessment, the childminder continues to assess what children are able to do. She uses this detailed information to plan activities on a weekly basis, which ensures children continue their good progress in all areas of their learning and development. Younger children develop their language and communication skills well as they sing songs and look at interactive books. They attend regular 'tiny talk' sessions where they learn to use sign language, which helps younger children to communicate their needs through non-verbal actions. Children learn about simple problem solving as they play with electronic

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who attend

resources, such as activity centres. They know that if they press buttons, the toy lights up and makes sounds, which they enjoy. These skills help children prepare for their future learning. Children develop their mathematical skills as they look for numbers on toy trains and match the colours together. This is further extended on outings where children look at numbers in their environment to further support and reinforce their learning. Children make marks with chalks, crayons and aqua pens, which develops their early writing skills. The childminder cares for children with special educational needs and/or disabilities. She provides one-to-one interaction and uses sign language to support children's learning and development.

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who attend

Children enjoy role play activities in the play kitchen where they develop their imagination as they pretend to cook food for each other. However, there is scope to enable children to make further choices and extend their enjoyment and achievement by providing more equipment in the outdoor area. Children learn about different festivals as they make lanterns for Chinese New Year. They take part in food tasting sessions where they try 'onion bhajees,' and 'bara brith' which is a Welsh fruitcake. This helps children to learn about different foods from other parts of the country and the wider world. The childminder has completed the required progress check at age two in partnership with parents. This ensures any gaps in children's development are identified at an early stage to enable additional help and support to be secured if necessary.

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who attend

The childminder uses some effective methods to challenge and support children's learning through asking open-ended questions and modelling play for a particular skill. For example, she shows children how to use the aqua pen on a mat, which supports their mark making skills and small muscle control. The childminder talks to parents about activities children take part in at her setting. However, there is scope to further develop the sharing of information through offering more ideas and suggestions about how parents can extend and enhance their children's learning at home. Children have good opportunities to develop their physical skills as they attend a range of activities, such as local groups and the local park where they use the climbing equipment to develop a range of skills in their balance and coordination.

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

Children develop secure bonds and strong attachments with the childminder and other children. This is due to detailed information gathered from parents about children's individual needs. Effective procedures are in place to support the transition from home, which includes trial periods and a gradual settling-in time, which is planned around the needs of the child. Children bring in their own personal items, such as toys and soothers from home, which gives them a sense of belonging and security. Children learn about positive behaviour through consistent praise and encouragement from the childminder and each other. For example, a child playing with a train takes one over to another child which encourages them to share and take turns with resources. Children maintain a healthy lifestyle through daily outings in the community, where they benefit from the fresh air. They enjoy walks to local parks and attend pre-school groups, where they socialise with

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

other children and deal with new situations. This also prepares children for the next stage in their learning, as they learn to make new friends, with both adults and children, which further supports the transition process. Older children prepare for school through visits to local school and discussions. Teachers visit the childminder's home, which helps children become familiar with new adults and this supports them when they move to school.

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

Effective hand washing and nappy changing routines supports children's welfare and helps to reduce the risk of cross-infection. A suitable range of freshly prepared meals and snacks, such as fresh fruit and vegetables, contribute to a healthy diet and meet children's individual preferences. Children learn about keeping themselves safe as they practise regular fire drill evacuations, which helps them to understand what they need to do in an emergency situation. On outings, the childminder ensures she uses wrist straps for children and appropriate car seats to keep them safe. There are a wide range of age- appropriate toys and equipment in the front room, which supports children's interest and learning. Toys are within easy reach of children, which enables them to self-select and make independent decisions about their play.

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provision

Children are effectively safeguarded due to the childminder's secure knowledge of the possible signs of abuse and the procedures to follow should they have concerns about children in their care. The safeguarding policy is shared with parents, so that they understand their role in protecting children from harm. Thorough risk assessments are in place for activities within the home, use of the car and outings in the local community, which ensures children are well protected and supervised all times to promote their safety. Parents receive both written and verbal information, which summarises the activities their children have taken part in, as well as information about their personal care. This is further supported by regular newsletters, which provide information on children's learning and activities. However, the information exchange is yet to be fully extended to provide parents with more details about how they can best support and extend their children's

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provision

learning at home. Children with special educational needs and/or disabilities are well supported through close partnership working arrangements, which ensure children make good progress at their own personal level.

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provision

The childminder has good procedures to help her monitor the educational programme and children's progress through regular observation, assessment and discussions with both parents and other professionals. This ensures children continue to make good progress in their learning and development. Self-evaluation is robust and accurately identifies the strengths and weaknesses of the service. Plans for the future are well targeted to promote continuous improvement. For example, previous recommendations with regard to risk assessments have been reviewed and updated, which helps to keep children safe. The childminder works closely with other childminder's and shares good practice, which supports her personal development. She is committed to further developing her practice through attending additional training and plans to do her early years degree. This further supports her to acquire the necessary skills and experience to support young children to

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provision

learn and develop to their full potential. The childminder is accredited and part of the 'Children Come First' network, which enables her to offer free nursery education for young children. This means parents have a choice of whether to claim their funding with the childminder or a nursery setting. The childminder collects the views of parents and children through questionnaires and discussions, which enables them to contribute in the process of improvement. For example, parents requests for support and advice to help toilet train their children have been addressed, which promotes good partnership working and children's development.

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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 EY317791 Local authority Birmingham Inspection number 935573 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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