Childminder in Birmingham

Inspection date

Previous inspection date 04/02/2014 Not Applicable

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early years provision

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

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This provision is good

 Accurate observations and assessments help to clearly identify the next steps in children's learning, which ensures they continue to make the good progress in their learning and development.  The childminder supports children's development through a wide range of messy play, which helps them to express their feelings and to learn about different textures.  The childminder has a secure understanding of safeguarding and child protection practice, which enables her to promote children's well-being and keep them safe from harm.  The childminder is keen to develop and further improve her service. She acts promptly on advice and attends regular groups to enhance her knowledge, which further supports children's continued development.

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It is not yet outstanding because

 Children's critical thinking skills are not fully enhanced because the childminder sometimes does not allow enough time for children to think about and respond to questions.  There is scope to further enhance children's communication and language skills by providing them with opportunities to experience a variety of text and print in the environment.

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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 the children.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's learning journals, documentation, the self- evaluation form and a selection of policies and procedures.

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Inspection activities

 The inspector looked at areas of the home used for childminding, including the kitchen, front and back rooms.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 13 and 14 years in the Bartley Green area of Birmingham. The whole of the downstairs area and one room on the first floor are used for chilminding. There is no access to the garden.

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Information about the setting

There are currently three children on roll, of whom two are in the early years age group. Children attend for a variety of sessions. The childminder visits local parks and pre-school groups in the area. She walks to and from local schools and pre-schools. She also offers care for children over five-years-old. The childminder operates all year round from 7am to 6pm, Monday to Friday. She has an early years qualification at level 3 and is a member of the Professional Association for Childcare and Early Years.

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

 support children's critical thinking skills, for example, by giving children more time to think and respond before asking more questions

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

 create an environment rich in print where children can learn more about words, through the use of signs, posters and labels.

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who attend

The childminder makes good use of appropriate guidance to help track children's development accurately and ensure they continue to make good progress. Accurate observations and assessments help to identify what children need to do next as well as any gaps in their learning. Weekly planning is effective and takes into consideration children's interests and their next step in their learning. This precise planning and observation ensures children continue to make good progress in their learning. The childminder organises herself, by keeping minded numbers low, which ensure children receive good levels of individual attention. Effective teaching methods, such as open- ended questions, repetition and demonstration help children acquire new skills to help them prepare for the next stage in their learning. For example, the childminder supports children's early writing skills as she shows them how they can make patterns with their

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who attend

fingers in the cornflour. This is extended as the childminder adds number and animals cubes to support and extend children's learning. Children's learning continues as they paint and print with brushes and sponges. They extend their own learning as they decide to paint their hands and talk about how the paint feels cold. However, on some occasions, the childminder does not allow enough time for children to think and respond to questions, which means that they are not always given the opportunity to develop their critical thinking skills.

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who attend

Role-play activities further helps children to express their feelings and enhance their communication skills. They play with activity centres and pretend to make tea for the childminder on the play cooker. This helps children learn how things work and develops skills for their future learning. The childminder is aware of the progress check at age two and has started to collect information about children's progress in the prime areas of learning to enable her to complete this appropriately with parents. The childminder provides a range of activities for children to make marks to support their early writing skills. However, there is scope to extend children's literacy skills as currently the environment is not rich in print.

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who attend

The childminder involves parents in their children's learning as she makes suggestions for activities they can enjoy at home. For example, parents now also provide messy play for their children as they have enjoyed the activity while at the childminder's setting. This helps to further enhance children's creativity through activities they particularly enjoy. Children develop good small muscle skills as they use small tools to paint and print with. They develop large muscle skills as they use equipment in local parks and playgroups.

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

Children are happy and have close relationships with the childminder who is caring towards them. She collects essential information from parents about children's interests, routines and their families. This information is used to help children settle quickly. This promotes their emotional well-being as children form strong bonds with the childminder. Children bring in their own personal items, such as favourite toys from home, which gives them a sense of belonging and security. Good procedures are in place to support the transition from home. This includes a gradual settling-in time, which is planned around the needs of the child.

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

Children benefit from daily fresh air, which helps to maintain a healthy lifestyle. They enjoy daily outings in the community, which ensures they have regular fresh air and exercise. Children enjoy a wide range of healthy snacks such as fresh and dried fruit, which meets their individual dietary requirements. Water beakers are accessible at children's level, so they can help themselves when they are thirsty. Through outings and discussions children learn about safe places to cross the road. They know they have to wear wrist straps when they go for walks, which helps children learn about being safe. Children take part in regular fire drills in the home, which further supports their safety as they learn what to do in an emergency situation.

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

There is a wide range of toys and equipment, which provides good levels of challenge and interest to support children's learning in the seven areas. Toys are stored at children's level to support their independence and help them make decisions about their play. The childminder carefully plans and selects toys for activities in order to help children make good progress in their learning. The childminder supports positive behaviour through the simple rules, which includes sharing and taking turns. She uses lots of praise and encouragement, which supports children's self-esteem and confidence. The childminder helps children prepare for the next stage in their learning through role-play activities, stories and discussions.

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provision

Children are well protected and kept safe from harm due to the childminder's secure knowledge of safeguarding and child protection practice. She has a good awareness of the possible signs of abuse and the procedures to follow should she have concerns about children in her care. The safeguarding policy is shared with parents so that they understand the childminder's role in protecting children from harm. The childminder has conducted thorough risk assessments for her home. This also includes assessments of regular outings in the local community. Safety equipment, such as finger guards and stairgates are in place to help protect children from potential hazards. Good procedures are in place to keep children safe from persons who may not be vetted. For example, visitors are not left alone with the children and a full record is maintained in relation to all people visiting the home.

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provision

Strong partnerships are in place with parents, which ensures children's care and learning is well promoted. Parents are kept well informed through daily verbal and written feedback, which includes a daily diary. This helps to share information about children's daily care and progress, which in turn, enables parents to be involved in their children's learning. Children do not currently attend any other settings that deliver the Early Years Foundation Stage. However, the childminder is clear about developing partnerships with other early years settings, and local schools to support continuity of care and learning for each child.

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provision

Systems for observing what children can do, assessing their progress and planning for their next steps are well considered. Consequently, the childminder has a clear understanding about the progress children make and any gaps in their learning are identified and planned for. This helps children make the best possible progress and to develop good skills for the future. 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. She collects parents' views through a childcare website and a daily diary system, which helps her to improve her service. The childminder observes children to identify what they like and builds on this. For example, she has bought sound books to support children's interest and develop their language skills.

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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 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

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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.

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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 EY464339 Local authority Birmingham Inspection number 932612 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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