Childminder in Solihull

Inspection date

Previous inspection date 07/03/2014 20/05/2009

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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

 Children make good progress in their learning and development and have a positive attitude to learning. This is because the childminder knows them well and provides experiences that she knows they will enjoy.  The childminder has a good understanding of how to promote the health and safety of the children in her care. She has assessed the risks to her premises well and has minimised these so children can use all areas of the downstairs safely in their play.  Children form secure bonds of attachments with the childminder. She has a secure understanding of safeguarding and child protection, enabling her to promote children's well-being and protect them from harm.  The childminder gains very detailed information about children's individual needs and incorporates them into their day. This is as a result of the strong partnerships between parents and the childminder.

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It is not yet outstanding because

 Resources to build on babies' and young children's understanding of themselves and the wider world are not fully in place.

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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 compulsory part 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 activities taking place in the playroom and dining room.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector took account of parents' written comments during the inspection.

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Inspection activities

 The inspector looked at documentation and children's observation and assessment records, and checked the suitability of adults in the home.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband, two adult children and four children aged four, eight, 11 and 12 years in Tile Hill, Coventry. The whole of the ground floor is used for childminding. There is an enclosed rear garden for outdoor play.

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Information about the setting

The childminder attends a toddler group and local activities. She visits the shops and park on a regular basis and is able to take and collect children from local schools. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates Monday to Friday all year round, except for Bank Holidays and family holidays. She 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:

 provide opportunities for babies and young children to develop an understanding of themselves and the wider world, for example, by using photographs of familiar people and places.

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who attend

The childminder gives high priority to the prime areas of learning with children in the early years age range. Their sense of belonging and security is nurtured through the gradual settling in process that takes place in discussion with parents. Time getting to know them and their families makes sure the transition from home into the childminder's care is relaxed and enjoyable. Children's development is supported extremely well through the interesting, challenging and exciting activities provided that take account of their individual needs, ages and stages of development. Younger children begin to explore new vocabulary because the childminder talks with them about what they are doing. She uses lots of repetition and questions to gain a response, which encourages their early communication skills. She responds positively to the things they say, which successfully supports them to become confident communicators.

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who attend

The childminder demonstrates a good understanding of how children learn and plans for each child individually to extend and develop their emerging skills. Observations of children involved in many activities enable her to identify their interests and the next steps in their learning. This results in children engaging in a wide variety of activities and experiences that enhance their learning in all areas. This ensures that children are well prepared for the next steps in their learning and the eventual transition into school. Children's development is reflected through the clear and concise recording of their progress, which is supported by an array of photographs that illustrate their enjoyment. Partnerships with parents are strong. The childminder works cohesively with parents to support their child's individual needs. Children's achievements are celebrated with parents, who are encouraged to share their progress and learning at home. This successfully

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who attend

supports the assessment of their child's learning.

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who attend

Children are actively encouraged to make choices with regard to their play. Resources successfully complement the ages and abilities of the children and are stored at a low level in labelled, transparent boxes that enable all to see what is within them. This encourages their independence as they self-select the toys they wish to play with. Children's understanding that print carries meaning is enhanced through labels within the environment and a wide variety of age-appropriate books. Children learn about diversity and the wider world. This includes positive images through books and small world figures, and dressing up and role play equipment is freely available to extend their understanding of similarities and differences. However, the use of photographs for babies and young children is limited. This means they have fewer opportunities to see pictures of their special people and their favourite places, in order to learn about themselves and the wider

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

Children remain safe as the childminder takes effective steps to ensure her premises are safe, secure and suitable. Detailed written risk assessments, alongside daily visual checks, enable children to move confidently in all areas available to them and play safely. The childminder encourages children to be active while keeping themselves safe. Children learn about keeping safe as they cross the road and not talking to strangers. Consequently, they develop skills to help them in their future life. The childminder is a good role model to children and is calm, caring and consistent when setting clear rules and boundaries. This helps children feel secure and understand the importance of being kind to each other, sharing and taking turns in play. Strong partnerships with parents enable them to discuss any behavioural issues to ensure consistency. Children's self- esteem and confidence grow as they receive lots of praise and encouragement for their

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

good behaviour. This helps them to feel good about what they do.

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

Children develop good social skills as they meet a wide circle of friends at the groups they attend. This successfully helps prepare young children for the transition to pre-school. They are very active, spending lots of time outdoors, gaining plenty of fresh air and exercise. They walk to the local park and use a wide variety of outdoor equipment at one of the groups they attend. They learn balance and control as they move across the trim trail, and are supported as they use large climbing equipment. Their physical development is supported further as they use wheeled toys and equipment which help develop control and coordination. Children's good health is promoted very well. For example, the childminder offers support to help them learn suitable hygiene routines. Children's comfort is guaranteed as nappy changing routines are sensitive to the child's needs. Parents provide packed lunches which are healthy and nutritious. All dietary needs and

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

preferences are known and respected by the childminder. Drinks are provided throughout the day so children remain hydrated.

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

Children's emotional development is promoted very well and strong relationships have developed between the childminder, children and their peers. They actively seek cuddles and affection and are happy, settled and content in the childminder's care. The childminder is fully aware of each child's needs, preferences, likes and dislikes, and provides an interesting, enjoyable day that takes account of this. Effective settling-in procedures make the gradual transition from home into the childminder's care a positive experience which compounds children's feelings of safety and they settle happily into her care.

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provision

The childminder has a secure knowledge of her role and responsibility with regard to safeguarding children from abuse and neglect. Children remain safe and protected from harm as she understands the correct procedures to follow should she have concerns about a child in her care. All adults within the home have completed necessary suitability checks so are safe to be in the proximity of children. Children are closely supervised throughout the day and not left unattended with unvetted adults. Clearly written policies and procedures reflect the care provided and are shared with parents. Detailed information obtained from parents about their child's needs, routines and preferences enables the childminder to incorporate them into the day. This ensures their feeling of security and they remain safe.

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provision

The childminder is committed to her ongoing professional development and is currently completing a foundation degree, as well as attending training courses through the local authority. Consequently, she is fully aware of good practice and the information gained is implemented within the service she provides, which has a positive impact on the care provided. Since her last inspection the childminder has developed the use of information gained through her observation and assessment of children's learning to inform planning for individual children. This enables her to clearly identify the next steps in their learning and plan a wide variety of play opportunities and experiences to help them make good progress. She has also taken time to gather the views of parents using her service through verbal discussion and the use of questionnaires. This enables her to identify potential areas for development and set targets which have a positive impact on the children in her

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provision

care. Clear partnerships have been formed with parents and other providers involved in children's lives. Good communication ensures all are up to date and informed of children's needs and progress. As a result, children receive continuity of care which enhances their feeling of security.

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provision

Transitions from home into the childminder's care are supported well. Time spent with parents discussing all aspects of their child's care and learning ensures they settle easily into the childminder's home. Effective communication guarantees all parties are kept up to date and informed of children's ever-changing needs and the progress they are making at home and in the childminder's care. This leads to a relaxed, happy transition from home to the setting. The childminder has formed relationships with local schools and pre-school groups, understanding the importance of sharing information to consistently support children's learning. Through observations the childminder is able to identify potential gaps in development and where early intervention may be needed, and parents are supported to ensure their child gains the help they need. The childminder uses the information gained through her ongoing observations of children to complete the progress check at

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provision

age two. She encourages parents to share their comments and provides a copy to share with health professionals as required.

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The Childcare Register

The requirements for the compulsory 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 EY385990 Local authority Coventry Inspection number 878951 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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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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