Childminder in Birmingham

Inspection date

Previous inspection date 26/06/2014 19/03/2009

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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 because they are supported by a caring and experienced childminder, who plans activities based on children's interests.  Children are happy and feel safe and comfortable with the childminder, who establishes warm and affectionate bonds with children. She knows children's individual care needs and ensures these are met.  There is a good focus on play and learning in the outdoor environment. Children explore the outdoor space with enthusiasm and confidence. This provides them with opportunities to develop new skills and enjoy the outdoors.  The childminder gives good priority to children's safety. She has a good understanding of the safeguarding and welfare requirements, which means that children are kept safe while in her care.

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It is not yet outstanding because

 The opportunities for children to learn about the natural world, such as planting and growing, have yet to be fully embraced.  There is scope to provide more opportunities for parents to share their observations from home, so they can be more actively involved in their 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 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 had a tour of the premises during the inspection.  The inspector held discussions with the childminder and talked to children.

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Inspection activities

 The inspector observed a range of indoor and outdoor learning activities and children having their snack and lunchtime meal.

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Inspection activities

 The inspector sampled a range of documentation, including evidence of the suitability of adults living on the premises, children's development records and a selection of policies and procedures.

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Inspection activities

 The inspector took account of the parents and carers views detailed in a recent questionnaire.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her two children aged 11 and 13 years. They live in the Yardley Wood area of Birmingham. The whole of the ground floor is used for childminding. First floor rooms are not used except to gain access to the bathroom. There is an enclosed garden available for outdoor play. The childminder is able to collect children from local schools and nurseries. There are currently seven children on roll, four of whom are in the early years age group. Children attend on various days. The childminder operates Monday to Friday, from 7am until 6pm, all year round, except for bank holidays and family holidays. The family has three cats and two rabbits. The childminder holds a recognised early years qualification at level 3.

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

 enhance children's opportunities for investigations of the natural world, for example, by being involved in planting and growing activities

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

 build on opportunities for parents to share information about their children's achievements at home, to further involve them in their children's learning and development.

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who attend

Children are comfortable in this caring and nurturing environment where they make good progress in their learning and development. They are supported successfully by the childminder to explore their environment and make choices about their play and learning. Children have easy access to a wide range of resources, which supports their independence and decision making skills well, as well as enabling them to lead their own play with the skilful guidance and support of the childminder. The childminder places a sharp focus on helping children to develop skills in the three prime areas of learning. This ensures children have a firm knowledge base from which they build on and learn new skills in readiness for school. The childminder's planning, observation and assessment works well to meet children's individual learning and development needs. The childminder identifies children's starting points in their learning from the outset, following an initial

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who attend

discussion with parents. This helps her to plan activities to further extend children's learning. The childminder is currently transferring her planning and assessment documents onto an online system, so that parents can quickly see the latest information about their child's care, learning and development. While the childminder keeps parents informed about planned activities every month, she provides fewer opportunities for parents to share information about their children's achievements at home, to further involve them in their children's learning and development.

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who attend

The childminder has a good understanding of how children learn and how to engage children in their learning by capturing their interests. For example, she places a strong focus on outdoor play and enabling children to use their imagination and follow their interests through role play. The childminder regularly reviews children's progress to make sure any gaps in learning are quickly identified and ensure children are progressing as expected. The quality of teaching and learning is good. The childminder effectively extends children's communication, language and social skills as they play. She works at children's level, listens carefully to what they say and asks them questions to prompt their thinking skills and extend their learning. For example, during water play she encourages the use of mathematical language by talking to children about their cups being full and empty and talks about objects floating and sinking. Counting and number songs form part

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who attend

of everyday activities and this further supports children's mathematical development.

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who attend

The childminder encourages children to develop the characteristics of effective early learners by role modelling play and then encouraging children to 'try and have a go'. Lovely conversations evolve during play and the childminder gives children time to respond to questions. Children use their imagination very well and love playing in the garden. The childminder effectively supports this type of play by taking on different characters and joining in with their play. Children use the kitchen outside and pretend to cook meals using pretend potatoes and broccoli and they make cups of tea. Children engage the childminder in their play by asking 'let's walk to the park' and 'let's go shopping'. Children's understanding of the world is fostered well and they learn about different festivals and celebrations throughout the year, such as Saint's Days and Diwali. Young children's understanding of early technology is supported through the use of varied

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who attend

electronic toys. They investigate how resources work and find out how to get a car to the top of the ramp in the garage by operating a lever and they love to pretend to talk to their mummies on the telephone.

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who attend

Children take part in a wide range of creative play and explore paint, manipulate play dough and enjoy cutting and sticking activities. This all helps to promote children's expressive arts and design skills successfully. All children develop a love of books and it is evident that children have favourite stories they like to listen to. The childminder helps children make links in their learning and when a child is talking about peas while pretending to cook dinner, the childminder asks 'who else do we know who eats peas'? Together they look at a favourite book about an elephant and look for the peas on the plate. Older children have good opportunities to learn about letters and sounds and practise writing their name, which helps promote their literacy skills. A good emphasis is placed on promoting children's physical development. Children have very good opportunities to spend time outdoors in the fresh air and play in the garden using a range

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who attend

of equipment, such as, bikes, sit and ride toys, and balls. However, the childminder does not always embrace opportunities to inspire children's interest in planting and growing fruit or vegetables, enabling them to learn about the natural world and sustainability. Overall, children are supported well to acquire the skills and capacity to develop and learn and be ready for their next stages in their learning.

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

Children are happy and content in this welcoming family home where their well-being is prioritised. Children receive good levels of care from the childminder, who has a lovely caring rapport with them. This results in children who feel secure and settled in her care. The childminder works very closely with parents during the settling-in period, to gain an insight into children's individual needs and parents' preferences. She is flexible in her approach with parents to make sure they have as much time as they need for their child to become familiar and comfortable with their transition from home into her care. The childminder provides children with a consistent daily routine to help them feel confident and she responds well to the signs when a child is getting tired or needs to be reassured with a cuddle. This helps children feel safe and develop a sense of belonging.

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

Children's health and dietary needs are met effectively. The childminder provides healthy snacks and stores the lunchtime meals provided by parents in the fridge until needed. The childminder is aware of children's specific dietary needs and any allergies. Effective procedures are in place to promote good hygiene and minimise the risk of cross-infection, and each child has their own towel and flannel. Children's safety is given good consideration and they learn about how to keep themselves safe. The childminder supervises children appropriately on the premises and while in the garden. Children learn how to keep themselves safe on outings and the childminder talks to them about how to cross the road safely. The childminder uses wrist straps and pushchairs for younger children to keep them safe and secure while on outings. Children's personal, social and emotional development is fostered effectively. They develop confidence in different social

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

situations and environments during visits to the library, local parks and playgroups. The childminder talks to children and explains why certain behaviours are inappropriate; this discussion is based on each child's level of understanding and maturity. She talks to them about being kind, sharing and taking turns. This helps children to learn about the rules for being together and develop positive relationships with their peers.

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

Equality of opportunity is well considered. The childminder's practice is inclusive and all children and their families are treated with respect and equal consideration. The childminder recognises the importance of developing links with other agencies and professionals, to ensure children get the specialist knowledge and skills they need to help them achieve well. She has developed partnerships with other settings, such as the schools and nurseries children attend, and shares information about children's learning and development. This ensures children fully benefit at a time of change through consistency in their care and learning. Children display confidence in their surroundings and are eager to play and learn. The accessible resources are developed to meet individual children's interests and keep them motivated. This helps promote their learning and confidence as they make choices about their learning and initiate their own play.

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

Children are developing skills to effectively support them in their future learning. They are confident, use their imagination well, develop independence and are happy and enjoy what they are doing. Their all-round development is fostered successfully. Partnership with parents is successful and a good level of information about children's care needs is exchanged every day. The childminder currently uses a daily diary to keep parents informed about their child's day. While daily discussions will continue to take place, information will also be recorded on the online system currently being introduced.

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provision

The childminder's knowledge of safeguarding and her practices to keep children safe are good. She demonstrates a good understanding of the safeguarding procedures and what to do if she is concerned about a child in her care. Recent safeguarding training has helped the childminder to enhance and consolidate her understanding about child protection and she keeps parents fully informed about her role regarding this aspect of children's care. The childminder carries out risk assessments and daily safety checks are used to identify any possible hazards to children on the premises or on outings. She supervises children well at all times and the premises are safe and secure. Safety equipment, such as cupboard locks and a fireguard are in place. Access to the premises is monitored and vetting procedures for household members ensures their suitability. A range of policies and procedures are shared with parents and this means they are suitably

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provision

informed about how the provision operates. All of the required documentation and parental consents are in place, maintained accurately and stored appropriately to ensure confidentiality.

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provision

The childminder demonstrates a positive approach to continuous improvement, so that children benefit from a good quality provision. She has a clear idea of her strengths and areas for development and is currently completing training to update her skills and knowledge of caring for children with special educational needs/and or disabilities. Partnerships with parents are good and the childminder gives them opportunities to become involved at all levels. Parents' views are sought through the use of a questionnaire and they comment very positively about the care and learning experiences provided, and say their children are very happy. There is good communication in place with regard to children's well-being and achievements. Although, there is room to improve how parents can be more actively involved in their child's learning at home and share information to further enhance children's progress.

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provision

The childminder provides a safe and secure environment, which supports and encourages children to try new things for themselves. The childminder has a good understanding of the learning and development requirements and uses relevant guidance to make sure all areas of children's learning and development are planned for. The childminder reflects on the effectiveness of her teaching and on children's learning experiences to ensure they all achieve well. The childminder is aware of liaising with local agencies and how children benefit from this collaborative working. As a result, children develop good skills for the future and the underpinning skills needed for their future success as they move on to nursery or school.

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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 EY218948 Local authority Birmingham Inspection number 877370 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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