Harrison Melissa

Inspection date

Previous inspection date 11/12/2013 05/11/2008

p.1

early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 The childminder has a good understanding of how young children learn and provides a wide range of activities and experiences to promote their learning through play, conversation and outings into the local community. As a result, children make good progress in their learning.  Children are happy in the childminder's care and as a result, they form strong bonds of attachment and are well behaved.  Children are well safeguarded because the childminder has clear policies and procedures in place to enable her to recognise and act upon any child protection issues.

p.1

It is not yet outstanding because

 The effective systems for working in partnership with parents does not yet fully include extensive information about how they can help support their child's learning at home, in order to build on the already very good links between home and the childminder.

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

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.

p.2

Inspection activities

 The inspector observed activities within the childminder's home.

p.2

Inspection activities

 The inspector looked at documentation, including a selection of policies and procedures and the children's learning records.  The inspector spoke with the childminder at appropriate times during the inspection.  The inspector conducted a tour of the premises during the inspection.

p.2

Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 13 and 9 year old twins. They live in Shirley, Solihull. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre- schools. The family have two cats.

p.3

Information about the setting

There are currently seven children on roll, all 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 bank holidays and family holidays.

p.3

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

 enhance the existing very good partnerships with parents by providing them with extensive information about how they can support their children's learning at home, for example, by sharing resources and suggesting simple activities they can do at home.

p.3

who attend

The childminder supports children's learning well through small group activities and one to one interaction, which helps them make good progress in their leaning and development and also prepares them well for future learning. She follows their preferences and plans activities accordingly, for example, she uses books frequently to read stories and focuses on rhyming words. As a result, children's listening skills are well promoted. The childminder gently encourages children to take part by pointing to pictures. They join in by copying her actions and finishing her sentence as she pauses, demonstrating that they have a good understanding of what is said. The childminder constantly talks to children and asks questions about what they are doing to support and extend their vocabulary. This also provides children with opportunities to express their feelings. Children are encouraged to learn about numbers, shapes and colours as they are supported in counting

p.3

who attend

during story time and gently reminded to match up the colours as they play with jigsaw puzzles.

p.3

who attend

The environment enables children to initiate their own play, as they self-select resources from a variety of easily accessible boxes. The childminder joins in their play and supports them appropriately as she sits with them as they play with floor toys. As a result, children enjoy the warm, positive interaction and individual attention, which helps to promote their personal, social and emotional development.

p.3

who attend

The childminder uses established methods to assess children's progress and plan for their next steps in each area of learning. She gains a detailed view of their starting points by gaining recorded information about new children from their parents. The childminder has a secure understanding about the requirements to carry out a progress check at age two on children between the ages of two and three years. She has already spoken to parents and given them information about this assessment. The childminder communicates initially with parents by gathering useful information about children's care needs. However, as yet information shared with parents does not always include extensive information about how they can help support their child's learning at home.

p.4

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

The childminder provides a warm, welcoming environment in which children are happy. As a result, they form strong relationships and are very comfortable in her provision. Children readily seek her out if they need a cuddle because they are getting tired, she responds warmly to these needs. This ensures the children feel emotionally secure in her setting. Children respond well to the childminder's calm and patient character as she sets, explains and maintains clear, reasonable and consistent limits. As a result, children behave well. Gentle reminders during play help children understand the importance of being kind to each other and sharing. Children are able to access the resources independently, which gives them choices in their learning. All these social skills help children in readiness for school.

p.4

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

Children's heath is promoted because the childminder follows very good hygiene procedures and practices, which meet the children's physical, nutritional and healthcare needs. During nappy changes the childminder reminds the children that she needs to wash her hands and spray the mat before she can change the next nappy.

p.4

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

The childminder is vigilant about children's safety and she supervises them well at all times. Children gain a good understanding of how to keep themselves safe as they help tidy toys away to leave clear spaces to walk and play. Children are encouraged to develop an understanding of the importance of physical exercise and healthy lifestyles, for example, children are offered a healthy alternative if they have not eaten much of their meal and they have regular opportunities to be physically active in the garden and at local parks.

p.4

provision

The childminder has a good understanding of the procedures to follow should she have any concerns regarding a child in her care. A safeguarding policy, which is shared with parents, includes the action to be taken and phone numbers of who to contact to seek advice and support. The childminder has considered the appropriate use of mobile phones and cameras in the setting, in order to fully protect children and keeps parents informed. The childminder has conducted thorough risk assessments for her home and this includes regular outings in the local community. As a result, children are safe and protected from potential hazards.

p.4

provision

Parents receive both written and verbal information, which gives a summary of the activities their children have taken part in, as well as information about their personal care. Children do not currently attend any other settings. However, the childminder is fully aware of the importance of developing appropriate links and effective communication with other providers to ensure consistency in children's care and learning.

p.5

provision

The childminder fully understands the learning and development requirements. She plans purposeful and developmentally appropriate play around the children's individual interests, which enables them to make good progress in their learning. She monitors children's achievements to ensure they are all making expected levels of progress, given their starting points. The childminder understands the need to evaluate her practice and has systems in place to do so. She regularly attends training days and since her last inspection has successfully completed her level three qualification in children's care, learning and development. The childminder seeks and welcomes advice from other professionals and implements changes that are suggested to enhance her practice. All of this clearly demonstrates how she is intending to maintain continuous improvement, in order to ensure good learning opportunities for children.

p.5

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

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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

p.6

Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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.6

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.7

Setting details

Unique reference number EY292213 Local authority Solihull Inspection number 877789 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

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

p.9