Ewiss Mohamed, Enayat

Inspection date

Previous inspection date 28/05/2014 10/02/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children make exceptional progress in all areas of their learning and development. The childminder has an excellent understanding of how young children learn, using her skilful teaching to support them to develop new skills and knowledge. As a result, children make rapid progress in their learning and development.  High priority is given to children's safety and well-being. Children are effectively safeguarded, happy, settled and secure, and relationships are excellent. This fosters a sense of belonging and ensures that children are confident learners, who are emotionally well prepared for the next stage in their learning.  Excellent partnerships are established between the childminder and parents. She ensures that they are fully involved in all aspects of their children's care, learning and development. This enables them to work together to meet the changing needs of the children, which supports their exceptional progress.

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This provision is outstanding

 The childminder is highly professional, ensuring that all aspects of her provision are met to an exemplary standard. She works particularly well with other agencies to provide a fully inclusive service, so that all families and children are welcome.  The childminder is extremely proactive in making improvements to her provision. She reads early years' literature, attends local networking groups and accesses training in order to enhance her skills and knowledge, which significantly improves outcomes for children.

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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 children playing independently, and with the childminder and her assistant.

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Inspection activities

 The inspector spoke with the childminder, her assistant and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector observed mealtimes in the main playroom and viewed all areas of the childminder's home used for minding purposes.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation and a selection of policies and procedures, and discussed children's progress with the childminder.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and her assistant, the childminder's self-evaluation form and discussed her plans for improvement.

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Inspection activities

 The inspector took account of the views of parents and carers from feedback obtained by the childminder.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary part of the Childcare Register. The childminder is also registered to offer overnight care for one child. She lives with her husband, who is also her assistant, and their three children aged five, eight and 13 years, in Ward End, Birmingham. The whole of the downstairs and a bedroom on the first floor are used for childminding. There is a rear garden available for outdoor play. The childminder attends a toddler group and activities at the local library. She visits the shops and park on a regular basis. She collects children from the local school and nursery. There are currently six children on roll, all of whom are in the early years age group and they attend for a variety of sessions. The childminder operates all year round, from 6.00am to 9pm, for seven days a week. She supports children who speak English as an additional language. The childminder is a

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Information about the setting

member of the Professional Association for Childcare and Early Years. She is also an accredited member of the First Steps Network and Children Come First Childminding Network. She also receives support from the local authority.

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

 provide children with even more freedom to access resources, so that they can move them from one place to another and express their ideas in a variety of ways.

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who attend

The childminder plans and provides an exceptionally varied range of activities and experiences for the children. These opportunities are based upon her excellent understanding of how young children learn, and her meticulous observations and sharply focussed assessments of each child's abilities. Planning is through individual play plans, which are specific to each child's interests and identify next steps in learning. These are shared with parents, enabling specific skills or next steps to be supported by the childminder and parents at home. Parents are also encouraged to share any skills that they have identified and would like the childminder to support their children with. For example, the childminder provides innovative activities to teach children how to write and speak in their home language, to develop their understanding of their own culture. This consists of the childminder providing books in Arabic, visual images of the Arabic alphabet,

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who attend

displayed alongside the English alphabet. She has also translated some familiar nursery rhymes into Arabic, which children enjoy singing. There is an excellent balance of adult-led and child-initiated opportunities, enabling children to repeat and test out what they have learnt from the childminder. Parents comment favourably about the varied activities provided by the childminder and the progress that their children are making. There is a large range of resources to choose from, although many of these are stored in large boxes indoors and outdoors. As a result, this reduces the opportunities for spontaneity, in that children do not have complete freedom to use and move resources around, to fully express and build on their ideas. Despite this, the childminder continually adds to her resources. She also borrows items from the toy and book library to provide additional variety and interest. Overall, this means that children are continuously challenged,

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who attend

supporting them to become motivated learners and helping them to make rapid progress in their learning and development.

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who attend

Children's communication and language skills are given a high priority by the childminder at all times. She provides excellent commentary and asks open-ended questions to children during their play, to engage them in practising their language skills. She listens to their responses, giving them time to speak, demonstrating that she values what they have to say. The childminder's clear pronunciation ensures that children of all ages hear appropriately modelled language. She sings songs and reads stories daily, encouraging children to sing their favourite songs, such as 'one, two, three, four, five, once I caught a fish alive', which they do very confidently. The environment is rich in print; alphabet displays are used to support children's knowledge of individual letters and objects, which correspond to each letter. This is evidently used by the childminder, as children are able to readily identify the objects when asked and independently point at the words, reciting

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who attend

different letters. This demonstrates their developing understanding that print conveys meaning, and the high expectation the childminder has for all of the children in her care. Excellent opportunities are provided for the children to draw, write and colour pictures, supporting them to develop both their physical skills and their early literacy skills, in relation to writing. The childminder encourages children to use crayons to draw a picture, providing them with opportunities to explore this freely and talking to them about what they are drawing, the shapes they are drawing and the colours they are using. She then uses her skilful teaching to develop their shape recognition through drawing a flower. Through focussed, open-ended questioning, children are encouraged to think about what else the flower needs, such as a stem and colourful petals. This is extended further still, through discussing the flowers they have planted in the garden, enabling extension of

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who attend

children's vocabulary to express what they look like. As soon as the activity is over, the childminder reviews it, identifying how she will support further development of shape and colour recognition. All of these opportunities support children's developing literacy skills in readiness for the next stage in their learning, such as school.

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who attend

Parents are highly involved as partners, completing 'all about me' information with the childminder when their child initially starts. The childminder uses this to establish children's starting points, in order to plan for their individual needs and next steps in learning. Verbal feedback, text messages and a daily diary provides parents with ongoing information about their child's care needs, the activities they have been involved in and anything newly observed by the childminder. Parents are actively encouraged to view their child's development folder on the tablet the childminder uses, every three months, reviewing their progress and contributing their views and children's next steps. For example, 'stories from home' observations are added to their progress folders. These are welcomed by the childminder, to inform planning and to work together, to support specific areas of development. The childminder has everything in place to provide parents with a

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who attend

progress check at age two, where appropriate. These positive partnerships and relationships ensure that there is effective information sharing and consistency for the child, to ensure that their needs are fully met. Consequently, children are making exceptional progress in all areas of their learning and development.

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

Strong attachments and close relationships between the childminder and the children are highly evident. The childminder supports the move for new children into her home through a gradual settling in procedure, which is individual to each child's emotional needs, ensuring that children settle quickly and happily. She places a high level of importance upon children being happy and gives high priority to their emotional security. This is because the childminder acknowledges that children who are happy and secure will enjoy the learning opportunities she provides and flourish in their learning and development. The initial 'all about me' information that parents provide regarding their child's preferences and care requirements, enables the childminder to fully meet their needs from the start. Parents comment favourably about the 'stable and consistent routines' and the 'excellent standard of care' that she provides for their children. Consequently, children

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

enjoy their time with the childminder and are emotionally secure, enabling them to independently explore the learning environment, and be confident at local groups and in the company of visitors. Their sense of belonging is extremely well fostered, supporting them to become motivated learners who are emotionally well prepared for the next stage in their learning.

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

Children have two designated areas in the childminder's home, which are organised well, so that they can play and move around safely. Low-level tables and chairs enable them to sit and eat, and play numerous games. A comfy settee means children can sit alongside the childminder and snuggle up with a book, or wind down if they are tired. There is plenty of space, so that children can spread out with their toys, for example, to build and construct with building blocks and other objects. Toys and equipment are of extremely good quality and the childminder ensures they are clean and safe to use. Children regularly get out and about in their local community, attending various activities at the local children's centre. This adds further scope to their learning. Children quickly develop their independence in self-help skills because the childminder knows them exceedingly well and has high expectations of them. The childminder encourages them to attempt to

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

do things for themselves, before offering support, thereby giving all children opportunities to be independent and to test out their capabilities. For example, children help to wash and prepare the fruits for snack time, independently use the bathroom, learn how to put on their own shoes and coat, and help to tidy away the toys. Positive behaviour is highly evident as the childminder is an extremely good role model. She believes that behaviour is not an issue if children are treated respectfully, listened to, and provided with activities that interest, engage and challenge them. She recognises when they are losing interest in an activity or when they are becoming tired, acting upon these signs and preventing negative behaviour. The childminder gives lots of positive praise, which children clearly enjoy in response to their achievements. Simple house rules are in place, such as, being kind to each other, taking care of the toys, and sharing with others, which are reinforced

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

throughout the day. Regular attendance at local toddler and playgroups supports children to develop their social skills with others and experience being part of a larger group of children. These personal skills in developing independence and positive relationships support children extremely well towards the next stage of their learning, such as school and nursery.

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

Children enjoy fresh air and exercise, developing physical skills and confidence as they play on large equipment at local parks and toddler groups. The childminder uses these opportunities to reinforce how to use equipment safely, enabling children to take safe risks under close supervision, learning how to protect themselves from harm. Children are supported in developing an understanding of how to keep themselves safe in a number of ways. During outings, the childminder discusses road safety, supporting the children's understanding of safe places to cross and the hazards they need to be aware of. Children take part in monthly fire evacuation practices and the childminder talks to children after the practice to reinforce the dangers of fire, appropriate to the children's level of understanding. Children of all ages learn the importance of tidying away toys before getting others out to play with, as too many toys on the floor may be dangerous and

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

cause them to fall. The childminder supports children extremely well in understanding the importance of a healthy diet, through discussions about foods that are healthy and those which are not. Children enjoy a wide variety of fresh fruits and vegetables at snack and mealtimes, and parents value her emphasis on healthy eating, commenting positively that their children choose fruit at home, rather than sweets.

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provision

The childminder is highly professional and organised. She has an excellent understanding of her responsibility to ensure that all of the safeguarding and welfare requirements are in place and extremely well met. Children are thoroughly safeguarded as the childminder and her assistant are both very knowledgeable, regarding their roles and responsibilities in identifying and reporting any child protection concerns. The childminder gives the utmost priority to keeping children very safe and secure, through her comprehensive policies and procedures, which are implemented to a very high standard. These are frequently reviewed by the childminder and her assistant, which helps to ensure that robust practices are in place. Risk assessments are used very effectively to help minimise hazards, both within the setting and on the many outings, which the childminder provides for the children. Regular reviews of these ensure that any potential safety risks are swiftly

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provision

identified and addressed. All of the required documentation is in place, and is methodically reviewed and maintained.

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provision

The childminder is highly motivated and dedicated to providing a high quality childminding provision for children and families. She has attained a higher level of qualification in childcare, which has enhanced her knowledge and skills, and clearly demonstrates her commitment to providing high quality childcare. High standards are consistently maintained, through the childminder's comprehensive focus on self-evaluation and reflective practice, which fully involves parents, children and other professionals in the continual improvement of the provision. Her constant drive for excellence is motivated by her commitment to ensuring that children are happy, safe and achieve the best possible outcomes from their time in her care. The childminder has identified realistic targets for improvements, in both her provision and her professional development. Parent's feedback through questionnaires is highly valued, contributing to continual self-evaluation and

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provision

improvement plans. The childminder enhances her professional skills and development through the use of the internet; she carries out research, sourcing new and innovative ideas for activities to share with the children and develop their learning.

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provision

Excellent partnerships are established between the childminder and parents. The information obtained from parents on their child's individual care and learning is excellent, and communication between the childminder and parents is outstanding. Parents highly value the positive relationships they have with the childminder. They particularly enjoy the regular reviews of their children's development, and the additional support and guidance she provides for them, by request, on issues, such as behaviour management. Parental involvement is highly valued through the information they share when their child first starts in the setting, providing observations through 'stories from home' documents, frequent sharing of development folders, reviewing their children's progress and parent questionnaires. The childminder ensures that they are fully involved in all aspects of their children's care, learning and development. This highlights the high level of importance

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provision

which is placed upon working together. This mutual respect and partnership enables them to work exceptionally well together, to meet the changing needs of the children, which continually supports their exceptional progress.

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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 EY355252 Local authority Birmingham Inspection number 893761 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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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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