Childminder in Birmingham

Inspection date

Previous inspection date 19/02/2014 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

 Children are happy, confident and settled in this welcoming family home. They form close relationships with the childminder who provides them with good support and reassurance. This promotes their well-being and helps them feel secure.  Children make good progress in their learning and development, this is because the childminder understands how children learn. She joins in their play and engages them in conversations to promote their language skills, thinking and learning.  The childminder has positive relationships with parents and providers of other settings children attend. Effective information sharing ensures that the childminder provides good continuity in children's care, learning and development.  The childminder has a good understanding of how to promote the health and safety of children in her care. She has a clear understanding of the safeguarding procedures and effective risk assessments make sure children are protected from harm.

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It is not yet outstanding because

 The information gained from observations is not always analysed as well as it could be to plan activities based on children's interests and ideas.  There is scope to improve how the environment is used to positively reflect the different languages spoken by the children. For example by displaying posters, words and labels to support language awareness and value linguistic diversity.

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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 had a tour of the premises during the inspection.  The inspector held discussions with the childminder and children.

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Inspection activities

 The inspector observed the childminder and children engage in a range of indoor and outdoor learning activities, and snack time.

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Inspection activities

 The inspector looked at a selection of policies, evidence of the suitability of adults living on the premises, children's assessment records and risk assessments.

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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 two children aged six and four years in the Kings Norton area of Birmingham. The whole ground floor of the house is used for childminding purposes. This includes bathroom facilities. First floor rooms are not used. There is an enclosed garden available for outdoor play. The childminder attends local stay and playgroups, and visits local parks and soft play centres on a regular basis. The childminder is able to collect children from local schools and nurseries.

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Information about the setting

There are currently two children on roll, both of whom are in the early years age group. The childminder works from 7.30am until 5.30pm, Monday to Friday, all year round, except for family holidays. The childminder 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:

 enhance the way that information gained from observations is used to plan activities based on children's interests and ideas

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

 strengthen learning resources within the environment to positively reflect the different languages spoken by the children to reflect their cultural and linguistic identity, for example, by using words, posters and labels in displays to support language awareness.

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who attend

Children are happy and enjoy their time in the childminder's care. The childminder has a good knowledge of how children learn and her effective interaction with the children promotes their confidence, independence and communication skills. The quality of teaching is good and the childminder is clear about how to support children in becoming effective early learners. The childminder provides children with a wide range of activities and experiences that cover all aspects of learning and development. She gives them space and time to concentrate on activities of their choice and knows how and when to intervene during their play without inhibiting learning. The childminder is clear about monitoring and tracking children's progress to identify any gaps in their learning. She observes children as they play and uses the guidance available to consider the next steps in their learning. That said, the information gained from observations is not always used as well as it could be to

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who attend

plan activities based on children's interests and ideas, to further enhance the good progress they already make. Children's learning journals are shared with parents and this ensures they are involved in their child's learning at home. It also provides an opportunity for them to share information about their child's achievements at home. Children enjoy looking at their journals, which contain lovely photographs and their artwork. They talk with enthusiasm about their drawings which includes members of their family and the pet dog.

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who attend

Learning takes place in the indoor and outdoor environment, with a good balance of child- initiated and planned activities. Resources are set out to cover all areas of learning to stimulate children's interest and support their learning. Older children are chatty, confident speakers and talk about what they are doing, or what they would like to do. Younger children explore their environment and resources with confidence. All children are inquisitive and motivated in their play. Older children enjoy directing their own play and they use the resources well as they make up their own games. They play well independently and also involve the childminder in their play. The childminder helps children to extend their imagination through role play and talks to them about 'pretending' as they play. This involves children caring for their 'babies' and 'going to a party'. The childminder uses her skilful questioning to enhance children's learning and thinking skills.

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who attend

For example, by asking children questions to extend their learning and by introducing counting into their play. The childminder recognises that children learn in a variety of contexts and talks to them about the numbers they can see as they explore the local environment.

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who attend

The childminder fosters children's communication and language skills well by interacting constantly with the children to build on their skills from an early age. Children access books independently and they like to listen to stories and sing rhymes. All children like to make marks and resources are accessible to promote writing skills. Older children share their knowledge of letters and sounds that make up their name. The childminder values linguistic diversity and she supports children well in this respect. That said, there is scope to improve how the environment is used to positively reflect the different languages spoken by the children. For example, by displaying posters, words and labels in their home languages to enhance language awareness. Children's expressive art and design skills are supported effectively. They explore a range of materials and resources, manipulate dough, make pictures using felt, and they like to paint and make masks. Children are proud of

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who attend

their creations which are displayed and talk about their pictures and their space rocket paintings. Children are provided with good opportunities to play in the garden and particularly enjoy playing in the water tray, filling and emptying containers. Babies access a range of toys to help encourage movement, such as sit and ride toys and push along walkers. A wide range of electronic toys are easily accessible and this fosters children's interest in early technology as they work out how to operate equipment by pressing buttons and turning knobs. Children benefit from the opportunity to explore the local environment and learn about the local community. They visit stay and playgroups, which helps build their confidence and social skills. Children visit local parks and soft play centres to promote their physical development and have fun. Children's awareness of diversity is fostered appropriately. They access a good range of resources to promote positive images

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who attend

of diversity and learn about different festivals and celebrations throughout the year, such as Diwali.

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who attend

The childminder has positive relationships with parents and other early years settings the children attend. This means that children's continuity in their care and learning is supported effectively. This successfully supports the transition between settings. Parents are provided with a good overview of the areas of learning. This includes information about how the childminder intends to enhance children's learning and development with examples of activities and outings children will be involved in. Children are well-prepared for school because they have opportunities to become independent, and do things for themselves. For example, they are confident in their self-care; they help prepare food at snack time and are encouraged to make choices about what they would like to do. Overall, children are developing good skills to support them as they move forward in their learning.

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

The childminder prioritises children's welfare and well-being. Her home is warm and welcoming and positive steps are taken to minimise any potential risks to children. Effective procedures are in place to deal with any accidents and accident records detail all the required information. The risk of cross infection is minimised with good hand washing procedures and by keeping the premises clean and tidy. A wide variety of age-appropriate resources are thoughtfully set out in ways that children can easily access. This promotes their confidence and independence skills. Children are self-assured, and demonstrate through their discussions with the childminder that they feel a sense of security as they chat and play with her. The childminder tunes in sensitively to children's needs. She stays close by to help them feel safe and provides warm and attentive care, responding quickly to their cues for cuddles or reassurance. Children form trusting bonds and attachments

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

with her and are clearly happy in her company. The childminder is knowledgeable about children's individual needs and parents' preferences. She works closely with parents to make sure children settle and are comfortable in her care and any individual routines and specific needs are met.

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

The childminder places a strong focus on children's personal, social and emotional development. Children's behaviour is good and they are encouraged to learn about the rules for being together. The childminder is a good role model and speaks to children respectfully. She makes sure that children are praised in their achievements and receive individual attention. Children play games where they take turns, and take part in discussions where they begin to understand about the needs of others. The childminder creates an extremely positive environment through her kind and gentle manner. She has a good relationship with the children, and together they have fun. The childminder talks to children about how to keep themselves safe with gentle reminders about how to use space, equipment and resources appropriately. Children become involved in practising the emergency evacuation procedures, and they learn about road safety while on outings.

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

The childminder works closely with parents to meet children's daily dietary needs and a healthy lifestyle is encouraged. The childminder provides healthy snacks, such as yogurts and fresh fruit and nutritious meals. Children learn about healthy eating by playing games and taking part in discussions about different food types. There are good partnerships with parents. The childminder communicates thoughtfully and effectively with parents each day about their child's routines and activities. She recognises the importance of smooth transition arrangements when children move onto the next phase in their learning. The childminder has established secure links with local nurseries and schools in order to support children's learning and development needs and provide consistency in their care and learning experiences. This is an inclusive setting and the childminder is aware of working with other agencies and professionals where children may need additional

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provision

The childminder fulfils her responsibility in meeting the welfare requirements of the Statutory framework for the Early Years Foundation Stage. She has a good understanding of her role in safeguarding children and the procedures to follow in the event of a concern about a child in her care. The childminder has completed safeguarding training and has a clear policy in place which is shared with parents. Documentation, procedures and records are well-organised to ensure good standards of safety are maintained at all times. Risk assessments are completed for the home, garden and outings. The use of safety equipment around the home also helps to minimise potential risks to children. All of the required documents are in place, including parental consents and children's hours of attendance are recorded. This ensures children's welfare and well-being is secure.

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provision

Positive partnerships are in place with parents, and a good level of information is exchanged each day. The childminder is committed to making sure children enjoy their time with her, feel safe and achieve well. She fully recognises the importance of working with other agencies and local services to make sure children with any additional needs receive appropriate support. The childminder has reflected on her practice and identified clear targets for future improvement. She approaches her role with enthusiasm and is keen to undertake further training to enhance her knowledge and to improve practice. The childminder has a good knowledge and understanding of the learning and development requirements, and the intended learning outcomes for children in the early years age range. As a result, children are provided with good quality learning activities and experiences and this helps children develop good skills for the future and support their

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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 EY465997 Local authority Birmingham Inspection number 934026 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 2

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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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