Childminder in Solihull

Inspection date

Previous inspection date 12/06/2014 09/09/2009

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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

 The childminder is effective in teaching through play and provides activities which interest and engage children. Consequently, children make good progress in all areas of learning.  Children are happy and relaxed within the childminder's home because of the strong relationships established between them.  The childminder has a secure understanding of her role and responsibilities with regard to safeguarding children and keeping them safe. She has implemented detailed written policies, procedures and risk assessments which successfully underpin her practice.  Positive relationships with parents are established; supporting learning, development and continuity of care.

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It is not yet outstanding because

 There is scope to extend opportunities for children to develop their critical thinking skills and ability to respond to questions.

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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 spoke with the childminder and children at appropriate times throughout the inspection and observed planned activities.

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Inspection activities

 The inspector checked evidence of the qualifications and suitability of the childminder and household members aged over 16.

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Inspection activities

 The inspector looked at children's progress books, a selection of policies and children's records.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the inspection.  The inspector took account of the views of parents spoken to on the day.

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Information about the setting

The childminder has been registered since 1995. She lives with her husband, two adult children and one child aged 15 years in Solihull. They live within walking distance of the local shops, parks and schools. The family have a pet dog. Children have access to all rooms on the ground floor, which includes a designated playroom. There is an enclosed rear garden available for outside play. The childminder is registered by Ofsted on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. She is currently caring for four children, who are all in the early years age range. The childminder takes and collects children from local schools and nurseries.

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

 enhance children's critical thinking skills further, for example, by extending the use of open-ended questions with children as they engage in activities and play.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage, which she uses effectively to support children's learning. The childminder clearly enjoys spending time with children and this is combined with effective teaching to support their individual learning needs. The childminder demonstrates a good understanding of how young children learn. She gathers good information from parents about what their child already knows and can do and uses this information well to start children's learning. She provides a broad range of activities and experiences, which are tailored to children's interests and promote their learning across all areas. The childminder supports children's communication skills well as she engages in their play. For example, she encourages children to think about what number comes next as they complete a hopscotch puzzle. Children successfully say 'six' and then 'seven'. They go on to complete the puzzle to

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who attend

number 10. As a result, children are confident and articulate. However, the childminder does not always use open-ended questioning techniques to consistently encourage children to make suggestions and to think critically.

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who attend

Children develop their communication and language skills as they show interest in familiar sounds and words. The childminder gives opportunities for children to speak and listen in their own language. For example, she encourages them to teach her key words and they are delighted with her attempts. As a result, children are emotionally secure and are well- equipped with the skills they need for school and the next stage in their learning. The childminder plans a wide range of activities to support physical development. For example, she often takes children to local parks to help support the development of large muscle skills. The childminder also supports the development of small muscle skills as she plans activities, such as drawing and painting, to develop this further. The childminder recognises the importance of children learning through hands-on, playful activities and she ensures that the activities she plans incorporate many areas of learning.

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who attend

The childminder uses observation to see what children can do and to assess their development, to plan purposeful and developmentally appropriate activities. As a result, children are motivated and interested, so they make good progress in their learning and development. The childminder has detailed records that reflect her effective observation, planning and assessment processes and children's individual progress books contain a wealth of photographs, anecdotal notes and observational notes. These help her identify children's learning needs accurately and help to provide the necessary support. The childminder has formed close relationships with parents and actively encourages them to be involved in their child's learning. She shares observations and pictures with parents frequently and this gives them opportunities to look at their child's records. In addition, she gives parents daily updates of what children are doing and parents are able to view

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who attend

and comment on their child's progress books, so that they can support their child's learning at home.

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

Children clearly develop close relationships with the childminder and are happy and settled in her care. The childminder is friendly and attentive to children. This supports children's emotional well-being and results in children who are active and motivated learners. The childminder promotes children's health and well-being. She takes children out every day, enabling them to be physically active and benefit from fresh air. She helps children to learn about healthy eating, by providing healthy snacks and talking to them about the benefits of a healthy diet. Drinks are constantly available, so that children remain hydrated. Through the childminder's good role modelling and gentle reminders, children gain a good understanding of health and personal care issues. For example, the childminder encourages children to join in singing a song about washing hands as they wash their hands before mealtimes. Children learn to act in a safe manner, for example,

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

the childminder involves them in regular fire evacuation practises.

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

The childminder's home is safe, clean and welcoming and children show they are confident as they happily explore the learning environment. Children spontaneously seek assurance from her and enjoy a cuddle with her. This shows that they feel safe in her care. The childminder encourages children through effective use of praise, boosting their self-esteem. Consequently, children develop self-confidence to become independent learners. Children have access to a good range of resources that reflect all areas of learning and interest. Resources are stored appropriately and are easily accessible. The childminder uses local community facilities, such as visiting local toddler groups, to support children's social development. Consequently, they develop confidence and friendships with other children. This means they are acquiring personal skills to help them when they move on to nursery and school. The childminder takes time to get to know children and their families before they begin

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

attending the setting. She gathers a wide variety of information from parents about their children, which includes information about care, learning and development. Children and parents are invited to attend settling-in sessions prior to starting. This enables her to develop a sense of each child as individuals, with different likes, dislikes, interests, routines and particular needs. The childminder uses this as a starting point to plan experiences, which children enjoy and are interested in, helping them settle in quickly. The childminder has developed good links with the local nurseries and schools and recognises the importance of working with them, to support children as they move on to other settings.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements and children's safety is well-promoted. She uses effective risk assessments for her home and for outings. This means that she minimises hazards and maintains a safe environment for children. This is supported by effective levels of supervision and appropriate use of safety equipment, such as stair gates. The childminder maintains effective records for each child. She has completed safeguarding training and is aware of the signs and symptoms which would alert her to any child protection issues. In addition, the childminder is confident about the action she would take if she had a concern about a child in her care. This means that she knows how to help protect children from potential harm. The childminder is aware of her responsibilities when administering medication and holds a valid first-aid certificate. She fully understands her role and responsibility in protecting children. For

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provision

example, all members of her family, who have contact with children, have had suitability checks carried out. The childminder's documentation is well-organised, easily accessible and underpins her practice well. These, together with a wide range of policies, mean that children are well-protected.

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provision

The childminder is reflective, undertakes self-evaluation and takes into account the views of parents, to formulate her plans for development. This demonstrates her commitment to continually improving her practice, in order to best meet the needs of children in her care. The childminder monitors and evaluates the educational programmes to ensure that all areas of learning are covered through enjoyable activities for children. Self-evaluation is effective and the childminder identifies her strengths and areas for future development. She works closely with the local authority advisory team, welcoming and valuing their advice and support. As well as attending relevant training, the childminder also uses various childcare publications to keep her knowledge up-to-date. The childminder is committed to continuous improvement and constantly strives to improve the quality of the practice within her setting.

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provision

The childminder recognises the importance of building close partnerships with parents. She has established very good relationships with them and consequently, parents feel secure that their children are happy and safe in her care. Parents are provided with detailed information about the childminder's practices and policies, which ensures they have a good understanding of how their children's needs are supported. The childminder ensures that parents are well-informed of their child's time in her care by the regular exchange of verbal and written information between home and the childminder. This ensures children's individual needs are met. Parents comment that the childminder provides a 'home from home' environment for children she looks after, which helps them to feel reassured that their children are happy and well looked after in the childminder's care.

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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 250471 Local authority Solihull Inspection number 876481 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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