Childminder in Birmingham

Inspection date

Previous inspection date 26/02/2014 11/01/2011

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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

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This provision is good

 Teaching is good and children make good progress because the childminder builds on the next steps in children's learning each day.  Children are safe, as the childminder and her assistants have a good knowledge of safeguarding and supervise children very well.  Behaviour is very good and the childminder and her assistants provide a caring, family environment in which children are very happy and settled.  Parents are encouraged to share daily information about children's well-being and they work with the childminder on children's care routines, so they are secure and have continuity.  The childminder monitors and evaluates her provision well, so that there is continuous improvement in children's learning experiences.

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It is not yet outstanding because

 There is scope to improve the range of experiences or resources to extend children's awareness of other cultures and beliefs.

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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 children engaged in a range of learning activities, play and daily care routines with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning and a range of other documentation.

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Inspection activities

 The inspector looked at and discussed the childminder's self-evaluation process and improvement plans.  The inspector spoke to the childminder and the children throughout the inspection.

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Inspection activities

 The inspector took account of the views of parents and carers and children, including recent letters from parents containing their comments on the provision.

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four children aged 10, 13, 14 and 15 in Balsall Heath, Birmingham. The childminder provides care all year round from 9am to 3.15pm, Monday, Tuesday and Thursday, and Wednesday from 12pm to 3.15pm term time only. She works with three assistants and uses the whole of the ground floor for childminding. There is an enclosed garden for outdoor play. The family has a pet cat.

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Information about the setting

The childminder has a childminder's qualification. She attends local playgroups, visits the shops and park on a regular basis and collects children from the local schools and pre- schools. There are currently eight children on roll, all of whom are in the early years age group who attend for a variety of sessions.

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

 enhance the range of activities and experiences offered to children, which support their understanding of diversity and difference in a range of cultures and beliefs.

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who attend

The childminder assesses children when they first start and uses the information she gains from parents about what children know and can do. She uses this as a starting point from which to plan children's next steps in learning. The childminder records observations of children and relates these to their progress in the seven areas of learning. Clear records means that the childminder can identify and address any gaps in learning, so that all children make good progress for their age and stage of development. Parents are encouraged to share information about their children's achievements at home and the childminder guides them on how best to support their learning. This means that they are involved in teaching children through their activities and routines. The childminder ensures parents are well informed about children's activities and progress and parents say that children enjoy being in the childminder's care. Children's interests and needs are taken

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who attend

into account when the childminder plans, which toys and resources to set out each day.

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who attend

Children are enthusiastic in their learning and concentrate very well. They enjoy making models in the play dough and use the rollers, cutters and other tools to create shapes and pretend food. Older children use scissors very carefully to cut the dough into small pieces and tell the childminder which shapes and colours they use. The childminder and an assistant show children different ways to roll the dough in their hands to make balls or sausage shapes. Children enjoy showing them when they do this for themselves. All children choose their toys and resources from boxes in each room and can ask for others that they know are available. The childminder and assistants develop children's vocabulary and encourage them to extend their sentences well as they look at books and children talk about what is happening in the pictures. They help children to count the animals in a story and to count each other at register time. Children are well prepared for the next stage in

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who attend

their learning and for school, as they learn to recognise and write their names and the sounds in familiar words. They make marks and draw with a range of media on a large whiteboard or paper. Children are imaginative in their use of dressing-up clothes and small world toys. The childminder knows children well and builds on their individual learning during the activities.

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who attend

Children are challenged in their thinking and learning as they look at a book together. The childminder pauses in telling the story, so that children can fill in the words and learn the names of animals and creatures, such as a ladybird or the names of the baby animals. The childminder asks them about their own experiences of the creatures, as children talk about times they see spiders or ladybirds at home. The childminder shows younger children how to turn the large foam jigsaw puzzle pieces to see if they fit. Children are excited when they complete a puzzle and are eager to try another one. They develop their physical skills well in their use of the slide and swings at the childminder's home and through playing on the large equipment at the park. Children increase their social experiences and extend their range of activities, as they attend a local playgroup with the childminder. They explore textures of paint on their hands and enjoy sand and water play or make collages

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who attend

with dry pasta. The childminder takes children to the library, the park and local shops, so that they explore the environment and find out about nature and the seasons. They make cards and decorations at Christmas, but the childminder does not yet provide enough experiences to extend children's awareness of other cultures and beliefs. Children for whom English is an additional language are supported well, as the childminder and her assistants speak several languages between them and obtain basic words in other home languages, so that children learn English well. Children with special educational needs and/or disabilities make good progress, as the childminder works effectively with parents and other professionals to help children to reach expected levels in their learning and development.

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

The childminder shares daily information with parents, so that she is aware of their needs and interests. They work together on children's care routines, such as weaning or potty training, so that children are secure and benefit from consistency of care. Children are very happy and settled and have good relationships with each other and with the childminder and her assistants. She promotes a caring, family environment where all children are valued and are encouraged to share the toys and to be kind to each other. Parents say that children enjoy their time with the childminder and are disappointed on the days they do not attend. Children gain confidence and choose toys and activities between the two rooms available and play happily together. They are emotionally secure and form a close bond with the childminder, as their needs are fully met. For example, children may bring a comfort item from home, which can be used to help settle them at

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

certain times of the day, such as if they need a sleep.

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

Children are provided with healthy snacks throughout the day. They choose from toast, fruit, raw carrot or yoghurt. They are taught about which foods are healthy when they buy fruit at the shops and find out how some foods grow, as they help to water the tomato plants. Children are active and have regular outdoor play. They learn to manage risks safely as they play on the slide, the swing and with the bicycles at the childminder's home and on the play equipment at the park. The childminder reminds children not to jump on the furniture and teaches them to keep themselves safe. Behaviour is very good and is managed sensitively as appropriate to children's ages. They learn to be independent in feeding themselves and younger children let the childminder know when their nappies need changing or they need the toilet. Children also know they must wash their hands at certain times to prevent the spread of germs.

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

The childminder teaches children to be polite and to respect each other and she and her assistants set very good examples. They frequently praise children for their achievements and for persevering with a task, which promotes good self-esteem. Transitions to schools are managed smoothly, as the childminder passes on children's progress records, so that their needs continue to be met. In the second half of the summer term, she prepares children for school, as they talk about what they will do there and what it might be like, so that they are emotionally secure.

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provision

The childminder and her assistants have a good knowledge of safeguarding and child protection, which they implement on a daily basis. There are effective policies in place and the childminder discusses these regularly with her assistants, so that they all know how to identify and report any concerns. The premises are secure, as the front door is kept locked and only opened to parents and people known to the childminder. All records are well kept with parental consents for emergency medical treatment, outings and other requirements. Children are well supervised and detailed risk assessments ensure that potential hazards on the premises and on outings are minimised. The childminder and her assistants are suitably vetted to work with children and are qualified in food hygiene and paediatric first aid, so that children's health and safety are well protected.

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provision

There is effective monitoring of teaching and all aspects of the provision. Regular discussions take place to reflect on children's learning and the progress they are making. The childminder works with local authority early years advisors to ensure she provides and maintains good quality care for children. She works with her assistants and an early years professional at a local children and family centre to evaluate her provision, in order to strive for continuous improvement in children's learning experiences. The childminder attends regular training courses and encourages her assistants to work towards childcare qualifications to improve their knowledge and skills, so that children benefit further from this. The childminder has regular contact with other childminders and early years providers, so that they engage in mutual support and share ideas and best practice. She keeps up to date with current legislation and practice through a range of childcare websites and her

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provision

links with other providers and professionals. The childminder speaks to parents daily and shares information about the activities children have taken part in and their progress.

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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 EY395863 Local authority Birmingham Inspection number 870888 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 7 Number of children on roll 8

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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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