Childminder in Birmingham

Inspection date

Previous inspection date 30/04/2014 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

 The childminder has a secure knowledge and understanding of how to ensure children make good progress in their learning and development. She provides a wide range of activities that are interesting and offer children challenging experiences.  The childminder demonstrates a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She ensures children play in a safe and secure environment because she routinely checks for potential hazards and implements suitable safety precautions.  The childminder provides flexible settling-in arrangements for new children which enables them to settle quickly. She interacts with children sensitively helping them to develop trusting bonds, attachments and a strong sense of belonging.  The childminder is proactive in developing her service. She acts on advice and attends training to enhance her knowledge. Her plans for improvement are well targeted to

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It is not yet outstanding because

 There is scope to further enhance learning for children with English as an additional language by providing resources in both the child's home language and English.  Some aspects of partnership working with parents and other settings are not sufficiently robust to fully maximise opportunities to share information about children's learning and development.

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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 play and learning activities and daily care routines with the children.

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Inspection activities

 The inspector viewed areas used for childminding and held conversations with the childminder, her co-childminder and children throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, including planning information and children's development folders.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and discussed the childminder's self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is also registered to provide overnight care for two children. She works with an assistant and another registered childminder. She lives with her mother-in-law, husband and their four children aged one, two, four and 10 years in the Stechford area of Birmingham. All areas downstairs and one bedroom on the first floor is used for childminding. There is an enclosed garden available for outside play. There are currently seven children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder supports children who speak English as an additional language and children with special educational needs and/or disabilities. The childminder visits the shops and park on a regular basis and takes children to, and collects them from school. The childminder operates all year round from 7.30am to 6pm,

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Information about the setting

Monday to Sunday, except for family holidays and bank holidays. The childminder receives support from the local authority.

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

 provide even more opportunities to help children with English as an additional language take a more active role in their learning, for example, by displaying pictures, books, notices and labels in the child's home language as well as English

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

 maximise arrangements for sharing information from home and other settings that children attend, in order to fully strengthen and complement children's learning and development.

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who attend

The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage and how children learn. She is clear about using her observations to plan for children's individual next steps in their learning using suitable guidance documents. The childminder communicates initially with parents by gathering useful information about children's care needs. She discusses the children's daily activities with parents on collection. However, there is scope to improve the exchange of information regarding children's learning and development to enable parents to further support their children's learning at home. Children are encouraged to learn to share toys and play together to promote their social skills in preparation for later moves to nursery and school. As a result, children make good progress in their personal and social development skills. Children's confidence and communication skills are promoted as they take an active part in

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who attend

singing action and number rhymes. They also enjoy listening to stories and are eager to turn pages, recall and retell familiar stories, helping to extend their vocabulary. The environment enables children to initiate their own play as they self-select resources from a variety of accessible boxes. The childminder joins children in their play and fosters their language development through conversations. She observes children and makes notes to include in children's learning journals. The childminder teaches children about numbers, shapes and colour as they post shapes into shape sorters and jump on the numbers on a large floor piano. She encourages them to recognise shapes in their environment from a book. Children have good opportunities to spend time outdoors in the fresh air to promote their physical skills. They spend time outdoors and play in the garden using a range of equipment, such as balls, climbing frames, swings and tricycles. They also have

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who attend

opportunities to play on the larger equipment at the local park.

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who attend

Equality is promoted well and children learn about similarities and differences in people in ways they can easily understand and relate to. For example, children learn about different customs and traditions through discussion, creative experiences and food tasting. Furthermore, books and displays contain plenty of images that reflect the wider community and help children develop a positive self-image and awareness of others. Children have access to a range of resources for role play, such as the doctor's bag, where children mimic a doctor using the stethoscope to listen to their heart beat. There are a variety of resources which depict positive images of diversity, including people with differing abilities. All of this helps to foster children's understanding of the diversity in society. In the main, children with English as an additional language are supported well by the childminder. For example, she promotes children's spoken English by encouraging

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who attend

them to talk using a toy telephone. However, there is scope to enrich their learning by providing pictures, books, labels and notices in both the children's home language and English.

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

Pre-arranged settling-in sessions help children to make the transition from home to the childminder's care. She obtains useful information about the children. For example, initial details about care routines and likes and dislikes are shared through completion of child information records. This helps children to settle quickly and parents feel comfortable leaving their children. The childminder has a calm, caring and patient manner and she gives children her individual attention. This helps to ensure that each child feels valued so they are emotionally secure. Children move freely around the childminder's home and enjoy playing with the resources available; this promotes their confidence and independence.

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

Healthy lifestyles are promoted as the childminder gives written information to parents regarding healthy eating. Children are encouraged to eat a healthy diet and the childminder talks with them about fruits and vegetables being healthy, while sweets and chocolates are just for treats. She encourages their independence skills, for example, as they are encouraged to bake cakes and make pizza to enjoy for lunch. Good hygiene routines help children to understand the importance of keeping themselves clean. Children are supported well to develop an awareness of their own toileting needs and the childminder reminds them to wash their hands at appropriate times during the day. Children are developing independent self-care skills. For example, they attempt to undo and fasten their clothing after toileting and the childminder gently reminds them about hanging up their coats and removing their shoes when they return from school.

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

All required documentation is in place and the childminder understands the need to complete this correctly to promote children's safety and well-being. The childminder is vigilant about children's safety and she supervises them well at all times. Children gain a good understanding of how to keep themselves safe as they follow sensible rules for playing safely outdoors, such as negotiating the steps in the garden and storing bags and shoes safely to avoid causing tripping hazards. They practise regular fire drills to ensure they know what to do in an emergency. The childminder is a good role model, treating children with kindness and respect. They enjoy each other's company, seeking out friendships and forming relationships. Gentle reminders during play help children understand about being kind to each other and taking turns. As a result, children behave well and develop good social skills in preparation for the move to nursery and school.

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provision

The childminder has a good understanding of the procedures to follow should she have any concerns regarding a child in her care. A safeguarding policy, which is shared with parents, includes the action to be taken and phone numbers of who to contact to seek advice and support. The childminder has considered the appropriate use of mobile phones and cameras in the setting, in order to fully protect children and keep parents informed. This is also included in her safeguarding policy. The premises are safe and secure. Written risk assessments are in place which show how the childminder has identified and minimised potential hazards to ensure children's safety.

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provision

The childminder has a clear commitment to improving the service she provides and has a focussed improvement plan, which clearly identifies areas of improvements made and those requiring further development. She regularly accesses training to update her knowledge and understanding. She has identified a number of training courses and workshops she is going to attend to secure her skills and knowledge. All of this clearly demonstrates how she is intending to maintain continuous improvement in order to ensure continued good learning opportunities for children. The childminder has a good level of awareness of how children learn. She monitors how well her provision meets the learning and development requirements. She ensures children are motivated and interested in their learning, by providing a broad range of activities, tailored to help children make good progress.

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provision

The childminder has a sound knowledge and understanding of liaising with parents to build relationships. Communication is a prime focus for the childminder with regard to children's well-being and development. She verbally shares daily information about their child's achievements. The childminder has a clear understanding of the importance of working in partnership with external agencies. She works closely with parents to ensure she provides appropriate levels of support for children with special educational needs and/or disabilities. She has developed appropriate links with the local school and nursery. However, there is scope to improve the partnership working for children attending other settings to share information and ensure children's welfare and learning are fully complemented to support their future move to nursery and school.

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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 EY449385 Local authority Birmingham Inspection number 914366 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 7

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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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