Childminder in Solihull

Inspection date

Previous inspection date 07/07/2014 16/09/2009

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision requires improvement

 The childminder supports children's language and communication skills through stories, discussions and action songs.  Suitable teaching methods, such as following the children's lead and asking open-ended questions, help to support children's learning.  The childminder has an adequate understanding of safeguarding to help protect children. Daily checks and suitable risk assessments help to minimise potential hazards, to keep children safe from harm.

p.1

It is not yet good because

 Information gathered from observations and assessments is not used well enough to plan a wide range of activities which accurately support the next steps in children's learning. As a result, children make satisfactory, rather than good, progress.  Parents are not provided with enough ideas and suggestions about how they can extend and build on their children's learning at home.  The system for self-evaluation has yet to be fully developed in order to provide an accurate reflection of the setting's strengths and weaknesses and ensure that improvement plans are effectively implemented. Parents' and children's views are not regularly shared to help identify all future priorities.

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 compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed the childminder engage in a range of indoor learning activities, play and daily care routines with the children.  The inspector held discussions with the childminder and the children.

p.2

Inspection activities

 The inspector looked at children's learning documentation and a selection of policies and procedures.

p.2

Inspection activities

 The inspector checked evidence of qualifications and the suitability of the childminder.

p.2

Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her three children aged seven, nine and 10 years in Shirley, Solihull. The front room and toilet on the ground floor of the home are used for childminding. There is an enclosed front garden available for outside play. The family has two pet cats. The childminder takes children to local toddler groups and the park. There are currently two children on roll in the early years age group, who attend for a variety of sessions. The childminder operates all year round from 7.45am to 5.30pm, Monday to Wednesday, except Bank Holidays and family holidays. She receives support from the local authority.

p.3

must:

 make better use of ongoing observations to plan more accurately for the next stage in children's learning, and ensure there is a good balance of adult-led and child-initiated activities which provide sufficient levels of challenge for individual children to help them make the best possible progress.

p.3

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

 build on information given to parents so they are able to extend their children's learning, for example, by providing more ideas and suggestions of what can be done at home with their children

p.3

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

 extend the process for continuous improvement by more accurately identifying and planning for all future priorities, and give parents and children more opportunities to share their views.

p.3

who attend

The childminder supports children generally well as she interacts with them and follows their lead in play. As a result, children make suitable progress in their learning and development. The childminder gathers some useful information about children's starting points, however, she does not always use this information well enough to plan a wide range of activities which fully engage all children. A system for observation and assessment is in place, which helps to track children's development in the different age bands. However, this information is also not used accurately to plan a wide range of enjoyable experiences to fully support the next steps in children's learning. This means children get bored quickly and lose interest in their play. As a result, they make satisfactory, rather than good, progress. The childminder completes the progress check for children between the ages of two and three years. This helps her to plan for the next

p.3

who attend

stage in children's learning and to identify areas in which they may require further support.

p.4

who attend

The childminder supports children's learning as she follows their lead and joins in their play. Children learn to communicate as they make and imitate sounds they hear. For example, during story time, the childminder teaches children as she talks and repeats words which children copy. This helps to support children's listening and attention skills. Children sing familiar action songs, which supports their vocabulary. Their learning is extended as children look at books about bodies. Children carefully slide the flap of the book to reveal pictures, which supports their imagination. They learn about colours and numbers as they play with inset puzzles and make towers with building blocks. They also learn to sequence animals in a line, which supports their early mathematical development.

p.4

who attend

The childminder provides a suitable range of electronic toys and musical instruments, which supports children's skills for the future. She provides parents with information about activities children take part in while at the setting, and they can access their children's learning journals. However, parents do not receive enough ideas and suggestions about what they can do at home to fully support and extend their children's learning. The childminder takes children to local parks and activity groups where they develop both their physical and social skills. In the park, children use the swings and the slide, which supports their physical development. They learn about different textures as they collect twigs and leaves, which they like to explore and investigate.

p.4

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

Children are happy and have close relationships with the childminder, who is caring towards them. She uses 'all about me' forms to collect a suitable range of information about children's preferences, favourite toys and care routines. This information helps children settle quickly in to the home and adequately promotes their emotional well-being as they form appropriate bonds with the childminder. Children bring in their own personal items from home, such as comforters, which gives them a sense of belonging and security. Suitable procedures are in place to support the transition from home. This includes prior visits and a gradual settling-in time. The childminder supports positive behaviour as she encourages children to share toys and equipment. She uses lots of praise and encouragement, which supports their self-esteem and confidence.

p.4

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

Appropriate procedures are in place to reduce the risk of cross-infection, which include hand washing practices and the use of an antibacterial gel. Children benefit from daily fresh air, which helps to maintain a healthy lifestyle. They enjoy daily walks in the community, which ensures they have regular exercise. Parents provide healthy snacks and meals for their children which meet their individual preferences and dietary needs. Water bottles are accessible to children, so they can help themselves when they are thirsty. Children are beginning to develop appropriate self-help skills as they feed themselves and indicate when they need to use the potty. This helps them move to the next stage in their development.

p.4

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

Through outings, children learn about safe places to cross the road. They like to press the button at the pelican crossing and know they have to stop and wait for the green man. This helps children to learn about how to keep themselves safe in their community. There are a suitable range of age-appropriate toys and equipment, which supports children's interests and learning. Toys are organised in a low-level cupboard and on the floor so that children can make independent choices about their play. The childminder supports children's emotional well-being and self-confidence through visits to local schools and attendance at pre-school groups. This helps children prepare for the next stage in their learning at school as they socialise with other adults and children.

p.5

provision

The childminder has a satisfactory understanding of the safeguarding requirements of the Early Years Foundation Stage and her responsibilities towards the children in her care. She is familiar with child protection procedures and knows what to do if she has concerns about a child, which promotes their welfare. The written safeguarding policy includes information on the use of mobile phones and cameras, which helps to protect children. Appropriate written risk assessments and daily checks help to minimise potential hazards to children, which assures their safety. Suitable procedures are in place for car travel and outings in the community, which helps to keep children safe. The childminder helps to protect children from persons who may not be vetted. For example, visitors are not left alone with the children and a full record is maintained in relation to all people visiting the home, which supports children's safety. However, the childminder has not kept Ofsted

p.5

provision

notified of changes to her circumstances. This relates to an adult household member moving out of the home. This is a breach of a safeguarding and welfare requirement of the Early Years Foundation Stage and the Childcare Register. The childminder accepts that she has overlooked notifying Ofsted of this change, although the impact on children is minimal.

p.5

provision

The childminder provides daily verbal feedback and sends text messages during the day on children's care and learning, which keeps parents adequately informed. Suitable partnerships are in place, which include a three-way flow of communication with parents and other settings children attend. This helps to support and complement children's learning. For example, the childminder talks to teachers on a daily basis and receives a pack of activities from the school, which helps children extend their learning when they are with the childminder.

p.5

provision

The childminder provides a suitable range of play opportunities to help children make satisfactory progress in their learning and development. However, sometimes observations and assessments are not used accurately enough to plan a wide enough range of activities to accurately support the next stage in children's learning. This means that the educational programme is not always as sharply focused or precise enough to match children's individual learning needs. As a result, children make satisfactory, rather than good, progress in their learning. The system for self-evaluation is in the early stages. The childminder has identified some areas for further development to help her improve the educational programme; this includes advice and support from local childminding groups and the early years team. However, parents and children have not had sufficient opportunities to contribute their ideas and views; this means they are not fully involved in

p.5

The Childcare Register

The requirements for the compulsory 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 EY387919 Local authority Solihull Inspection number 879007 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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