Childminder in Birmingham

Inspection date

Previous inspection date 11/07/2014 03/02/2010

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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 quality of teaching is good because the childminder has a very good understanding of how young children learn and uses her knowledge to plan interesting activities for them each day to promote their progress.  The childminder forms secure bonds and attachments with children, so that they are emotionally secure in her care. They are happy and content in her care and enjoy the time spent with her.  The childminder has a good understanding of her responsibilities with regard to child protection. Her home is safe and good steps are taken to reduce potential dangers. Children are well safeguarded while in her care.  The childminder builds strong relationships with parents and regularly exchanges information with them. This means that children's individual needs are fully understood, which benefits their ongoing care, learning and development.

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It is not yet outstanding because

 There are fewer resources that promote children's understanding of the diverse world they live in, with reference to the similarities and differences in themselves and others.  There is scope to develop the garden as an extension to children's learning, particularly with regards to investigation and exploration.

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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 observed the childminder and her interaction with children. This took place in the childminder's living room and kitchen diner.

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Inspection activities

 The inspector held discussions with the childminder and children at appropriate points throughout the inspection.

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Inspection activities

 The inspector viewed a sample of documentation, including evidence of suitability checks and qualifications, photographs of activities, policies and children's development profiles.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and children's records.

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Information about the setting

The childminder was registered in 2009 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult child and a child aged 14 years, in the Tile Cross area of Birmingham. The whole of the ground floor is used for childminding purposes. There is an enclosed rear garden for outdoor play. There are currently four children on roll, of whom one is within the early years age group. The childminder operates from 6.30am to 6.30pm, Monday to Friday, except for family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 extend the use of resources and experiences to help children to learn about positive attitudes and to recognise their own differences and similarities

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

 enrich the garden as an extension to children's learning, particularly with regards to investigation and exploration.

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who attend

The childminder's ability to teach children is good, which means that they learn successfully and make good progress in their all-round development. Consequently, they are well-prepared for school when the time comes. Children have many opportunities to become independent in the daily routines. They are able to move around the rooms, choosing what they play with from toys set out for them. They especially enjoy playing with the role-play kitchen and using their imagination as they pretend to make cups of tea for the childminder and inspector. The childminder's home is arranged indoors to provide good learning opportunities for children. For example, toys are arranged at children's height, so they can make choices, which lay good foundations for them to become independent learners. Children choose to explore jigsaw puzzles, which are set out on a low table. A young child shows interest because the puzzles have a small number of

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who attend

pieces and a handle that enable the child to hold the pieces and remove it from the tray easily. The childminder observes the child's independent learning and gives them time to process their ideas. The childminder skilfully knows when to join in to support the child's learning, so the child does not become unnecessarily frustrated by the task. For example, the childminder says 'shall we see where this piece goes' and sensitively shows the child the correct position. As the child attempts to place the piece in the tray, the childminder praised the child. This helps children to develop confidence in their abilities. Children use equipment to develop their physical skills in the garden and enjoy visits to the local park and for walks on the grounds of the vicarage. However, the childminder has not fully developed the range of resources outside, in order to enhance children's learning in the outdoor area. This means opportunities to investigate and explore the natural world

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who attend

is not fully maximised. In addition, there is scope to increase the opportunities for children to learn about differences and similarities in themselves and others through increasing the range of positive images, resources and experiences for children to learn about the wider world. The childminder provides good opportunities for children to socialise with others in toddler groups, where they meet with others of a similar age. Further activities outside the home, broadens their experiences in the social world and provides opportunities for them to begin to build social interaction and join in a wider range of activities. For example, visits to local shops and the nearby country park and airport. Children obviously enjoy their time at the childminder's home and are gaining good skills to help with their readiness to school and prepare them for the next stage in their learning.

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who attend

The childminder completes regular observations and assessments on children, links these to the areas of learning and development and identifies the next steps in children's learning. Children have profiles, which include good evidence of their learning and photographs of them engaged in activities. The childminder fully understands how and when to complete the progress check for children between the ages of two and three years and the need to share this with parents. This enables any intervention needed to be put into place early for children who are found to be below expected levels of development at this point. The childminder shares information with parents about their child's learning, so they can support the learning further at home. The childminder talks to children about the next stages of their learning, such as school or pre-school. This helps prepare them for the changes ahead and allay any anxieties they may have. They become

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who attend

familiar with the school when they collect older children daily. For children who attend other early years settings, the childminder has established very useful links, which ensure she has details of what children have been doing so that she can complement the learning, and also keep parents informed.

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

The childminder shows good levels of affection towards children, which enables them to feel settled and secure in her care. They show that they have close bonds with her. The childminder has a very caring and gentle manner, which creates a calm and reassuring atmosphere for young children. Children cuddle close to her for reassurance when meeting someone new. The secure bonds children develop with the childminder help them to move between home and the childminder's care with confidence. The childminder works very closely with parents to ensure that she has a good knowledge of each child's likes, dislikes and routines. Children feel secure and thrive in the care of the childminder because they form very secure emotional attachments. This gives children a strong base and the confidence and self-esteem to progress and support the next stage in their lives, such as to school. The childminder fully understands the importance of good hygiene. She encourages

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

children to develop good personal hygiene practice by modelling good hygiene routines. For example, she wears gloves to reduce cross-infection and supports the younger children to have clean hands prior to eating, talking to them throughout the process. In addition, after nappy changing she makes a point of cleaning younger children's hands with wipes. This helps children develop an understanding of their personal hygiene from an early age. The childminder is a good role model and she approaches behaviour management in a calm and consistent way. Children are given positive praise and recognition for their efforts and achievements, with children having lots of verbal praise. The fire drill is practised and all children are reminded about road safety as they go out and about and walk to and from school. This helps them to develop a sense of responsibility for their own well-being, as well as helping them to understand how to

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provision

The childminder understands her role and responsibility in meeting the requirements of the Early Years Foundation Stage. She has completed relevant safeguarding training and has a good knowledge of child protection procedures and knows what to do if she has any concerns about a child's care or welfare. She has successfully implemented written policies and procedures. A comprehensive risk assessment procedure is in place, which the childminder reviews regularly to ensure that any potential hazards are kept to a minimum, to promote children's ongoing safety. For example, she checks all aspects of the premises, garden and include outings away from the home setting. This means that children remain safe. Suitability checks are completed for adults living in the home. In addition, all visitors are asked sign in and out. This ensures anyone having access to children is suitable.

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provision

The quality of teaching is good. The childminder has a good understanding of the learning and development requirements. She plans activities that children are interested in to develop their knowledge and skills across all areas. Children access a wide range of resources and good-quality learning experiences. This helps them to develop positive attitudes to learning. The childminder tracks children's progress through effective observations and assessments that accurately capture their achievements and clearly identify the next steps in their learning. The childminder is committed to continued improvement and regularly attends training events to further develop her knowledge and skills. She is keen to continually improve her service and regularly evaluates her practice and seeks the views of parents, children and other professionals about her service. The childminder works closely with parents and positive relationships are established. Daily

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provision

communication is used as a means of providing a 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. This is echoed by a parent who recorded on a questionnaire, 'I have never been so comfortable and relaxed in leaving my children with a childminder before. The childminder and my children have a special relationship and have really bonded with her we have become almost family or as good as'.

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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 EY396701 Local authority Birmingham Inspection number 879281 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

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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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