Childminder in Birmingham

Inspection date

Previous inspection date 04/06/2014 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

 Children make good progress in their development and have a positive attitude to learning. This is because the childminder knows them very well, is an effective teacher and provides experiences that she knows they will enjoy.  Children benefit from the good quality interactions of the childminder, who supports their language development and communication skills well.  The childminder uses self-evaluation effectively, reflecting on what is working well and identifying a clear vision for her setting and how she wishes to develop in the future.  Children's individual needs are clearly understood and planning of activities ensures a good balance of child-initiated and adult-led activities.  The childminder builds warm, close relationships with children and this gives them a strong sense of security. She has a secure knowledge of how to safeguard children.

p.1

It is not yet outstanding because

 Arrangements are not always fully in place to liaise with parents about what children are learning at home, so this can be taken into account when planning activities to extend children's good learning even further.

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 activities in the living room and playroom.  The inspector spoke to the childminder and children throughout the inspection.  The inspector looked at children's assessment records and planning documentation.

p.2

Inspection activities

 The inspector checked evidence of suitability and training of the childminder and the suitability of her husband.

p.2

Inspection activities

 The inspector looked at the childminder's self-evaluation form and discussed her plans for improvement.

p.2

Inspection activities

 The inspector looked at a sample of records and policies relating to children's welfare, health and safety.  The inspector carried out a joint observation with the childminder.

p.2

Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children aged eight, six and three years, in the Yardley area of Birmingham. The whole of the ground floor of the premises, including the first floor bathroom is used for childminding. There is a designated playroom and an enclosed garden available for outdoor play. There are currently two children on roll who are both in the early years age group and who attend for a variety of sessions. The childminder is able to take and collect children from local schools and nurseries. The childminder works from 7am until 6pm, Monday to Friday, all year round, except for family and bank holidays. She works weekends by arrangement with parents. The childminder supports children who speak English as an additional language. The childminder is a member of Professional

p.3

Information about the setting

Association for Childcare and Early Years and holds a level 3 qualification in early years.

p.3

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

 consistently encourage the two-way communication and feedback from parents about children's learning in the home so their interests can be built on.

p.3

who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She demonstrates good quality teaching skills gained from her training and experience as a qualified early years practitioner. The childminder offers a stimulating and fun learning environment, where children independently access a good range of toys and play equipment. The playroom is ideally set up with a good range of resources to stimulate children's interest and experiences. She creates a catalogue of her toys, to enable younger children who are not able to verbally communicate and those who speak English as an additional language to choose what they would like to play with. Routines are developed as soon as children start, so that they know what is expected of them and provides some structure to their day. For example, when it is lunchtime children fetch their own plates and cutlery and lay the table before sitting down to eat their food.

p.3

who attend

They help themselves to their water bottles located at the water station and develop their self-help skills as they butter their own sandwiches.

p.3

who attend

The childminder plans a good range of adult-led and child-initiated activities throughout the day. This means that children access a wide variety of enjoyable and challenging opportunities that cover the seven areas of learning. The childminder spends time engaging in purposeful dialogue with the children who enjoy sitting with the childminder playing with the farm and animals and making the animal sounds. The childminder supports children's language development and communication well, as she speaks constantly to children, narrating actions and telling them what will be happening next. For example, she warns them when it is lunch time or sleep time. Books are freely available and children enjoy a quiet time cuddling up for a story and their weekly visits to the library. By developing a love of literature at an early stage they are prepared for their future learning at school. Mathematical ideas are also consistently introduced into play by

p.3

who attend

the childminder, resulting in young children having good counting skills. A young child counts confidently to 10, counting the small farm animals with the childminder who supports counting higher, the next stage of development. Children enjoy playing outside in all weathers and participate in a range of activities to develop their physical skills, as they use wheeled toys and play ball games. The outdoor kitchen supports children's sensory skills as they explore the textures of mud, sand and water.

p.4

who attend

The childminder undertakes regular observations and completes detailed assessments of children's progress. This helps her to effectively identify children's next steps in their development and to provide activities that will help children make good progress in their learning. Each child has a learning journal containing observations she has made and photographs of them engaged in activities. The childminder has clear tracking systems in place to support her in monitoring the progress of children, including those between the ages of two and three years, when these are due. Overall, children are receiving good support to acquire the skills and make progress in their learning. They enjoy a rich programme of outings to local places of interest, such as parks and a petting farm and photographs of their visits capture their excitement as they recall the animals they see. They engage with the natural world and begin to learn about life cycles and how to care

p.4

who attend

for living things. They observe caterpillars transforming into butterflies and using magnifying glasses, they collect specimens of insects and mini beasts. The childminder supports children creativity with art and craft activities, such as designing collages of police cars as part of their theme around people who help us. She successfully promotes children's confidence well and encourages them to be independent learners.

p.4

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

The childminder shows good levels of affection towards the children, which enables them to feel settled and secure in her care. Children show that they have close bonds with her, as they approach her for cuddles and make indications as to what resources they wish to use through pointing. The childminder has a very caring and gentle manner, which creates a calm and reassuring atmosphere. Parents are asked to supply family photographs and the childminder uses these to help them settle when they see familiar faces. Communication forms are used as a means of providing daily two-way exchange of information once routines are established. This means that children's individual needs are met well and routines are consistent between the childminder's setting and home. However, the childminder has not fully explored all ways in which she can help parents to be directly involved in supporting the learning experiences that their children have in the

p.4

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

The childminder is most proactive in engaging with staff at the local nursery attended by a child and requests the developmental tracking document. This ensures she is aware of where the child is in their development and to help in the preparation for children's transfer to the next stage in their lives. The childminder organises her home to its best advantage, allowing children space on the floor to play and the designated playroom is a cosy play space. Children rest and sleep as required and have individual cosy beds. The childminder is a good role model to children. She teaches them to use their manners through every day routines and children behave very well as she promotes behaviour in a positive and consistent way. All children behave well and readily take turns and share during games and activities. This helps children learn to respect others and their feelings.

p.4

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

The childminder works well in partnership with parents in all aspects of their children's lives, and in respect of the provision of meals. Parents are able to supply their children's meals, particularly those who have a specific dietary need and the childminder provides a useful pictured menu of the meal options she provides, so they can see the variety she offers. She ensures children have a healthy diet of fruits and vegetables and children access their water bottles and beakers independently from the water station. The childminder constantly explains things to children so that they understand there is a reason and purpose to everything they do. This in turn helps them to understand about their own personal safety. For example, she explains how they should hold the plastic knife when walking with it to prevent any possible accidents. Themes around people who help us are planned as the childminder discusses the role of the fire, ambulance and police

p.5

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

services to extend their knowledge further. Planned visits to the local police and fire- station help to reinforce children's learning about the wider world. Children also practise the fire drill in the childminder's home and a plan of the emergency evacuation route is displayed. The childminder considers all aspects of children's safety and a whistle and emergency name cards with photographs of the children are located at each entrance in the event of an emergency. She also takes details of the children out with her to ensure she is able to contact their parents in the event of an emergency. Risk assessments are completed on the home and places she takes the children and safety equipment are in place around the house.

p.5

provision

The childminder demonstrates a secure knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She is fully aware of her role and responsibilities relating to child protection and has updated her knowledge through completing online courses. The childminder fully understands the procedures that she must follow should she have any concerns about a child in her care. She has appropriate guidance documents to hand should she need to make a children protection referral and keeps parents informed of her role through her written safeguarding statement and contact details she displays for them. The childminder makes sure children can play, learn and develop in a child-friendly environment, where their safety is of paramount importance. The childminder maintains her home to good standard, by undertaking effective risk assessments and daily visual checks to minimise risks to children. This

p.5

provision

ensures that children are cared for within a safe environment. The childminder has made a positive start to her new role and clearly enjoys this experience. She accurately monitors each child's progress and development and knows them well. This helps her to successfully match activities to their individual needs and interests. She has a secure understanding of her responsibility in meeting the learning and development requirements of the Early Years Foundation Stage. The childminder is an experienced and qualified early years practitioner with a good understanding of how children learn. She has undertaken a robust self-evaluation of her service. This clearly identifies what is going well and what her priorities are for the continued development of her provision, to support the outcomes for children. She gives good consideration to and values the input of parents through the use of questionnaires, which she uses to drive

p.5

provision

forward identified areas of development.

p.6

provision

Partnerships with parents are generally strong and contribute greatly to children's well- being. The childminder shares her policies with parents so they are fully aware of the service she offers. Monthly newsletters provide parents with useful information about her childminding provision, events and activities she plans for the children. Partnerships with other agencies and professionals are quickly established should the need arise, therefore, ensuring that all children receive the support they require to promote their all-round welfare and development.

p.6

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.6

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.7

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.7

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.8

Setting details

Unique reference number EY470144 Local authority Birmingham Inspection number 948506 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 2

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.8

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.8

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.9

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.9

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.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10