Childminder in Birmingham

Inspection date

Previous inspection date 04/03/2014 Not Applicable

p.1

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

p.1

This provision is good

 Teaching is good, as the childminder has a thorough understanding of how children learn through play. She provides good challenge and stimulation through a wide range of activities and resources.  Children build on their learning effectively because the childminder carries out regular observations and assessments, which she uses to plan the next steps in each child's learning.  The childminder keeps children safe through her comprehensive knowledge of safeguarding. She supervises children very well and has rigorous health and safety policies in place.  Children are very happy and settled in the welcoming, family environment and their individual needs are fully met as the childminder's shares daily information and works with parents on children's routines.  The childminder monitors and evaluates her provision effectively and strives for continuous improvement. She works very well with other early years professionals, in

p.1

This provision is good

order to maintain good quality provision.

p.1

It is not yet outstanding because

 There is scope to enhance information sharing with parents to enable all to contribute what they know about their children, so that a complete picture of their development is built up.

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

p.2

Inspection activities

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

p.2

Inspection activities

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

p.2

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.

p.2

Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Sheldon, Birmingham with her husband and two children aged nine and six years. The childminder is open all year round, from 8.30am to 5.30pm, Monday to Friday except for bank holidays and family holidays. She uses the whole of the property for childminding. There is an enclosed garden for outdoor play.

p.3

Information about the setting

The childminder 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 four children on roll, two of whom are in the early years age group who attend for a variety of sessions. Two are school-age children who attend before and after school.

p.3

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

 extend ways to share information with parents about children's progress and activities and provide them with more opportunities to contribute their own information about what they know about their children.

p.3

who attend

The childminder has a comprehensive knowledge of how children play and learn. This means she plans exciting activities across all areas of learning and provides a wide range of easily accessible resources for children. She obtains detailed information about what children know and can do from parents before children start. She assesses and observes their achievements and progress, so that she tracks their progress from clear starting points. The childminder uses this information to plan children's individual next steps in learning, so that they make good progress and continue to build on their learning. She shares this information with parents each day and younger children have a written diary so that parents know about their activities and routines. The childminder encourages parents to support children's next steps in learning at home and to continue activities in which children show interest, so that they have continuity and progress well. Parents can

p.3

who attend

access a computer system to see detailed progress records for their children. However, there is further scope to ensure that this information is easily accessible to all and to encourage parents to contribute their own information to help build a complete picture of children's development. Parents say they are very pleased with children's progress since they have been in the childminder's care. Children enjoy regular outings to the shops or the park and have walks around the local area. They feed the ducks, find out about their environment and learn about nature as they grow cress, vegetables and flowers. They develop their physical skills well, as they use the climbing equipment at the park and the wheeled toys, balls and other resources in the childminder's garden. Young children are very imaginative as they play with the role play kitchen. They pretend to make cups of tea, wash up or cook dinner for the

p.3

who attend

childminder. They lead their own play and make up imaginative stories with the toy fire engines and figures. They are challenged well as they play. For example, a child says the firemen are going to rescue a cat stuck on a roof. The childminder asks if the ladder will be long enough to reach the top of the table, so children find another fire engine with a longer ladder and decide they might even need two ladders. The childminder extends their sentences and vocabulary very well as she introduces new words and explains other words to children so that they increase their communication skills well.

p.4

who attend

Children use a wide range of computers, a toy telescope and all kinds of electronic toys with which they develop their technological skills very well. They are very well-prepared for the next stage in their learning or for school because the childminder takes many opportunities to teach them to count and to learn early reading, writing and mathematical skills throughout their sessions. Children make marks on a blackboard or paper and take part in a wide range of creative activities. They learn that print carries meaning as they play a matching game on the computer or pretend to read the writing on the brick box. They count the parcels they put into the post van and the pictures on their place mats. The childminder helps young children to point to each object in turn as they count accurately to 10. Children enjoy playing percussion instruments and moving in time to their singing and music.

p.4

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

Children feel emotionally secure as they form close bonds with the childminder. She provides a very caring, family environment in which children thrive and really enjoy their time with her. Children may take as long as they need to settle in their new surroundings with their parents and to get to know the childminder and her family. The childminder talks to parents in detail about their children's needs and routines before they start and they work closely together on self-care routines, such as potty training. This means children receive consistency of care and feel settled and confident as all their needs are met. The childminder is very caring and is fully aware of all children's needs.

p.4

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

There are very good relationships between the childminder and all children. She sets clear boundaries for good behaviour and children help to make the rules so that everyone can play happily and safely. Behaviour is very good and the childminder reminds children to use good manners and to be kind to each other. She teaches them to keep themselves safe and explains why they need to put a broken toy out of reach until it is mended in case they hurt themselves on it. Children learn to manage risks safely on the play equipment at the park and on trips. Transitions to other settings are managed very smoothly so that children feel secure. The childminder helps to prepare children for nursery by reading stories about nurseries and talking about what they will do there. She helps parents to settle children if they wish and shares information with the nursery staff so that children's needs continue to be met and their learning is complemented.

p.4

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

The childminder provides healthy meals and snacks for children and they have access to milk or water throughout the day. She encourages them to try new foods and makes this fun, so children are motivated in this. They are active outdoors regularly and learn to be independent in their choice of activities. Children learn to feed themselves and to practise their self-care routines so that they are ready for nursery or school. They are confident to ask the childminder for drinks or toys they need.

p.5

provision

The childminder has attended recent training in safeguarding and paediatric first aid. She has a good understanding of her effective policies and procedures, which means children are safe and well-protected. The premises are secure and children know the emergency evacuation procedure, which the childminder practises with them. She supervises children very well and carries out effective risk assessments, so that the premises and all equipment is safe for children to use. She keeps accurate records for the administration of medication and for accidents and all the required parental consents are in place.

p.5

provision

There is effective monitoring of the provision because the childminder reflects on her teaching and what children learn each week so that this is adapted for future planning. She works closely with other early years professionals and carries out internet research on current childcare practice and legislation, which helps her to reach and maintain good standards of care and learning. The childminder evaluates her practice very well and focuses on areas for improvement, so that children's learning experiences continually improve. She is very well-motivated and seeks to build on her knowledge and skills through continued professional development. She includes the views of parents and children in her evaluation so that their needs are met.

p.5

provision

The childminder has effective links with other local early years providers and engages in mutual support and the sharing of ideas and best practice with other childminders. She regularly shares outings with another childminder nearby so that children experience a wider range of activities and socialise with other children. She maintains contact with the older children's schools, so that she complements their learning and their well-being is protected.

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 EY438759 Local authority Birmingham Inspection number 905447 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

p.7

Name of provider

Date of previous inspection not applicable

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