Childminder in Solihull

Inspection date

Previous inspection date 06/01/2014 12/03/2013

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early years provision

This inspection: 3 Previous inspection: Not Met 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 requires improvement

 The childminder plans on a daily basis according to children's interests and follows their lead in their play. As a result, children continue their learning from home and school.  Children show interest in a wide range of electronic equipment. This helps them learn how things work as they develop skills for the future.  The childminder takes children on daily walks in the community to support their social skills and maintain a healthy lifestyle.  The childminder has a suitable understanding of safeguarding procedures, which helps to protect children and keep them safe from harm.

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It is not yet good because

 The organisation of toys and resources does not fully support children to make enough independent choices and decisions about their play.  The system for self-evaluation has yet to be fully developed in order to provide an accurate reflection of the setting's strengths and weaknesses and ensure that improvement plans are effectively implemented. Parents' and children's views are not regularly shared to help inform all future priorities.

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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 activities 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 and a selection of policies and procedures.

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Inspection activities

 The inspector looked at other areas of the home, such as the playroom, dining room, kitchen and garden.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged 11 and 13 years in Shirley, Solihull. The whole of the ground floor and a bedroom and bathroom on the first floor are used for childminding. There is a rear garden for outdoor play. The family has a pet cat.

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Information about the setting

The childminder visits the shops and park on a regular basis. She is able to collect children from the local schools and pre-schools. The childminder operates all year round from 7.30am to 6.30pm, Monday to Friday, except Bank Holidays and family holidays. She has an early years qualification at level 3.

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must:

 improve the educational programme for children's personal, social and emotional development, for example, by reviewing the organisation of resources in the playroom, to enable children to make more independent choices to support and extend their play and learning.

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

 extend the system for improvement and self-evaluation by more accurately identifying and planning for all future priorities and giving parents and children more opportunities to share their views.

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who attend

The childminder supports children generally well as she follows their lead in play. As a result, children make satisfactory progress in their learning and development. The childminder gathers useful information from the start, as agreed and discussed with parents, which is used to initially plan age-appropriate activities for children. The childminder carries out observations and assesses children's progress on a daily basis. She uses this information to ensure there are no gaps in children's learning. Parents also provide some information about children's learning at school and send books and flash cards to help them continue their learning with the childminder. Children enjoy the interaction with the childminder's older children, which helps to support their language and communication. Children sing familiar songs and rhymes and also make their own up, which supports their imagination and ability to think critically. The

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who attend

childminder supports children's emotional development as they talk about their imaginary friends, which helps them express their feelings and anxieties. Children benefit from one- to-one interaction, where the childminder sits on the floor and gets involved in their play. This provides opportunities for children to learn new words to support their language development. For example, they decide to make a house and a car with small construction equipment. Their problem-solving skills develop as they work out where to put the windows and doors in their house. They count the small bricks and are able to name several colours and shapes. Children have access to a wide range of electronic equipment, such as a games console, which helps to develop skills for the future. They enjoy dance activities to support their imagination and use the controller with ease and confidence. This also supports their hand-and-eye coordination as they play various games.

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who attend

The childminder uses appropriate methods to help children learn and develop their critical skills. She asks and answers lots of questions and makes suggestions to extend children's enjoyment and play. Children bring in their favourite books and games, which enables them to continue their learning from home. Furthermore, the childminder provides parents with information about activities children take part in with her, such as art and craft activities. The childminder takes children to local parks where they develop both their physical and social skills as they interact with other children and adults. They develop their balance and coordination as they use the climbing equipment and play with the balls. Children collect leaves for art activities, which supports their creativity and their awareness of the natural world.

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

Children are happy and settle well with the childminder, who takes time to get to know them. She spends time talking to both parents and children about their interests and what they like to do. For example, the childminder is aware of the names of children's friends from school, which enables her to support their emotional development. Children have their own items from home, such as books, toys and games, which gives them a sense of belonging.

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

Suitable procedures are in place to support children as they make the transition from home to the childminder's care. This includes prior visits and a gradual settling-in time. The childminder supports positive behaviour as she encourages children to share toys and equipment with her older children. Children are beginning to learn about acceptable behaviour as they talk to the childminder about other children at school who run and do not walk. The consistent praise helps to support children's self-esteem and confidence. Suitable discussions about starting school help children prepare for the next stage in their learning. Other procedures include visits to local schools to drop older children off, which helps younger children become familiar with their new environment and teachers.

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

There are some appropriate procedures in place to reduce the risk of cross-infection. For example, regular hand washing routines and the use of individual towels support good hygiene practices. Children benefit from daily fresh air, which helps to maintain a healthy lifestyle. They enjoy daily outings in the community to local shops and the park, which ensures they have the opportunity to exercise. Parents provide snacks and main meals for their children, which meet their individual preferences and dietary needs. Water is accessible at children's level, so they can help themselves when they are thirsty. Through outings and discussions, children learn about how to cross the road safely. They know that they have to tie their shoelaces to prevent them from falling over, which helps children take responsibility for their own safety. The childminder has a wide range of toys and equipment which supports children's interests. However, they are not organised well

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

enough to allow easy access to support children's choice and their independence. Some toys are stored in large baskets and on higher shelves, which does not allow children to extend their own learning and make decisions about their play.

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provision

The inspection was conducted following a warning letter sent for failure to notify Ofsted of changes to the childminder's circumstances. The childminder accepts that she had overlooked notifying Ofsted when a household member moved out of the home. This is a breach of a safeguarding and welfare requirement of the Early Years Foundation Stage and the Childcare Register. Through discussion, the childminder demonstrates a suitable knowledge of significant events which Ofsted need to be informed of to adequately promote children's welfare. Suitable procedures are in place to keep children safe from persons not vetted. For example, visitors are not left alone with children, which helps to keep them safe. In other respects, children are protected through daily checks and written risk assessments which help to identify and minimise potential hazards. Safety equipment, such as finger guards, safety sockets and a smoke and carbon detector, helps to keep

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provision

The childminder has a satisfactory understanding of the safeguarding requirements of the Early Years Foundation Stage and her responsibilities towards the children in her care. She is familiar with child protection procedures and knows what to do if she has concerns about a child, which promotes their welfare. She completes regular training to ensure she is kept updated with current practice. The childminder provides daily verbal feedback on children's care and learning, which keeps parents adequately informed of their children's progress. The childminder is fully aware of the importance of appropriate links and effective communication with other providers to ensure consistency in children's care and learning.

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provision

The childminder provides a suitable range of play opportunities to help children make satisfactory progress in their learning and development. However, some resources are not used and organised well enough to fully support children to make independent choices to help them extend their own learning. The system for self-evaluation is in the early stages. The childminder has identified some areas for further development to help her improve the educational programme, such as support from local groups and other childminders. However, parents and children have not had sufficient opportunities to contribute their ideas and views, which means they are not involved in developing the service and informing improvement plans. The childminder has met all her previous actions and recommendations with regard to developing knowledge of the early learning goals, improving her documentation and procedures for safeguarding children. As a result,

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provision

children's learning and welfare is adequately promoted.

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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 EY235812 Local authority Solihull Inspection number 943617 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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