Childminder in Birmingham

Inspection date

Previous inspection date 18/07/2014 Not Applicable

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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

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This provision is good

 Children make good progress. This is because the childminder knows them well and successfully provides fun learning experiences that accurately reflect their individual interests and needs.  The childminder works in close partnership with parents and any others involved in children's care and education. Consequently, children's emotional well-being and progress are consistently supported.  Children are safe and secure because the childminder affords their safety a high priority. Comprehensive policies and procedures are shared with parents and accurately reflect the childminder's practice while effectively supporting children's welfare.  The childminder has a very caring and friendly nature and, as a result, children settle easily into her care, and are happy and content.

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It is not yet outstanding because

 Opportunities for children to learn about growth, nature and change, while playing outdoors, are not fully utilised.  Children do not have access to many resources that help them to develop positive attitudes towards people with disabilities.

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

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Inspection activities

 The inspector had a tour of the ground floor and garden of the childminder's home during the inspection.

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Inspection activities

 The inspector viewed evidence to confirm the suitability of all adults living on the premises.  The inspector looked at a selection of policies, procedures and children's records.

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Inspection activities

 The inspector viewed the childminder's self-evaluation form and comments recorded on questionnaires completed by parents.

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Information about the setting

The childminder has been registered since 2014 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives in Birmingham with her partner and two children aged six years and two years. The childminder uses the whole of the ground floor of her home for childminding purposes. There is an enclosed garden available for outdoor play. The family has a cat and a dog. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. There are two children on roll in the early years age range. The childminder holds an appropriate early years qualification and 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:

 enhance children's learning outdoors, for example, by providing more resources and opportunities in the back garden for children to explore and investigate nature, and learn about growth and change

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

 help children to develop an even greater knowledge and understanding of diversity, for example, by increasing their access to resources that show positive images of people with disabilities.

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who attend

The childminder demonstrates a secure knowledge of how children learn and develop, and the quality of teaching is good. She regularly observes the children in her care, routinely talking to parents and carers about what she sees and hears. This information is then successfully used to assess children's progress and plan experiences that reflect their individual needs, preferences and interests. Each child has their own learning and development record, which includes the childminder's observation records, photographs of children engaged in play and examples of children's work. Parents access these records on a regular basis, and are asked if there are any areas of their child's learning and development they would like the childminder to promote. Teaching strategies and ideas are shared between the childminder and parents. For example, the childminder tells parents about some of the places that she takes children to, so that they can do likewise if

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who attend

they wish. Parents tell the childminder about the activities their children enjoy at home and any special events. Consequently, conversations between the childminder and children are inspired, and the childminder is able to plan relevant and interesting experiences for the children. This regular communication between the childminder and parents supports an effective and consistent approach to meeting children's learning and development needs, helping children develop the skills they need in readiness for school.

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who attend

Children frequently express their creativity and thoughts through imaginary play. They enjoy acting out familiar experiences as they pretend to make food and take their dolls on a picnic. They make food out of dough, using various tools and their hands to make their desired shapes. The childminder cleverly extends children's learning during this play by introducing mathematical language about size, number and shape. She joins in with their conversations to expand on what children are saying. For example, she encourages children to count the number of dolls going on the picnic, and then identify how many cups and plates they will need to take. She provides regular opportunities for children to make dough and, subsequently, they develop hand-to-eye coordination and learn about weight and capacity. Furthermore, children learn about change as they watch what happens when the various ingredients are mixed. Children regularly play outdoors. They

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who attend

go on frequent outings to parks and soft play centres, and enjoy easy access to a range of physical play equipment in the childminder's garden. They gain balance, coordination and an awareness of space as they climb steps, ride wheeled toys and generally run around. They learn to move in a variety of ways and their confidence is increased as they take carefully-considered risks on the slide. However, children do not have access to specific areas in the garden where they can explore and dig in the soil. Also, they have not had the opportunity to grow and tend flowers and vegetables in the childminder's garden. Consequently, some opportunities for children to learn about growth and change while playing outdoors are not fully exploited.

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who attend

Children make good progress and successfully gain many of the skills they will need in future life. They develop an awareness of numbers and words during everyday conversation and experiences. The childminder effectively communicates with children at their level. For example, while talking to two-year-old children the childminder keeps her vocabulary clear and simple. She shows children how to pronounce words and appropriately responds to what they have to say. In addition, she provides plenty of opportunities for children to communicate with other adults and children. Consequently, young children learn to listen and their early speech and confidence increases. Children learn to add and take away as they join in with number rhymes, and they pick up mathematical language in the normal course of day-to-day talk. The childminder provides children with easy access to jigsaw puzzles, construction toys and a range of battery-

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who attend

operated toys. These resources inspire children to solve problems, increasing their knowledge and awareness of technology, texture, shape, space and pattern. Children know what resources are available, where they are stored and make lots of independent choices about their play. The childminder is always close at hand and effectively supports children's play, communication and growing independence. Consequently, children are engaged and having fun. In addition, they are motivated to interact, explore and think.

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

Children show by their words and actions that they feel safe and secure. They happily go to the childminder for comfort, reassurance and support, and laugh and smile as they play. Every child is made to feel valued and welcome. They each have their own colour- coded hand towel and coat peg, and younger children have their own nappy box. Consequently, children learn where some of their personal items are stored and develop a strong sense of belonging. Flexible settling-in arrangements help children that are new to her setting adjust at a pace that reflects their needs and parental requirements. The childminder is very caring as she makes the effort to really get to know each child, and understand their individual needs and interests. She asks children's parents about routines at home and finds about any illnesses, allergies or dietary requirements. She acknowledges parents' views and recognises that they know their children best. Parents

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

value the effective way important information is shared, commenting on how well their children have settled into the childminder's care.

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

All areas of the childminder's home are clean and safe, and there is plenty of space for children to play and rest. Cosy furnishings and attractive displays of children's artwork create a welcoming and homely environment. A wide selection of good-quality resources is effectively stored in ways that invite children to make independent choices about their play. This selection includes books, dressing-up clothes and some plastic play-people that promote children's awareness of differences in people, language and culture. However, the childminder has few resources that display positive images of people with disabilities. Consequently, opportunities to raise children's awareness, understanding and acceptance of others are not maximised. Children behave well, responding positively to the childminder's calm and relaxed manner. She is consistent in her behaviour management, and children's good behaviour and effort are successfully encouraged through praise and

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

positive body language. Consequently, children are aware of her house rules and behaviour boundaries, and they develop good self-esteem.

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

Children develop a positive attitude towards a healthy lifestyle because it is successfully promoted during everyday experiences and conversations. Outdoor play is a regular feature of the daily routine, meaning children experience plenty of fresh air and physical exercise. Food provided by the childminder is healthy and nutritious, and mealtimes are thoughtfully used to promote discussions about why some food choices are healthier than others. Children show personal care skills that reflect their age and stage of development. They are starting to gain an awareness of their bodies and say when they are hungry, tired or thirsty. Drinks are easily accessible to children, promoting their independence and preventing them from becoming dehydrated. The childminder successfully helps children to understand how to keep themselves safe. She achieves this in variety of ways, for example, through discussion and modelling safe behaviours. Children know that they must

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

sit down on the slide because the childminder reminds them to do so. They respect her house rules and know not to climb on furniture or throw toys. The childminder routinely raises children's awareness of road safety rules during outings. She teaches children to stop at the kerb, and look and listen for vehicles, and children know that they have to hold her hand when near the road. Children are becoming responsible, self-assured and confident. By the time they move on from this setting they are well-equipped emotionally for new environments and people.

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provision

The childminder affords children's health and safety a high priority. She fully understands her responsibilities with regard to meeting the requirements of the Early Years Foundation Stage. She is well aware of the number of children she can legally care for and ensures that ratio requirements are consistently met. Risk assessments records are thorough and supported by daily visual safety checks and a wide range of safety precautions. For example, a safety gate prevents children's unsupervised access to the first floor of the childminder's home and the family dog. All required documentation is in place and maintained well, effectively supporting the safe and efficient management of the provision. A comprehensive set of written policies, shared with parents, carefully outline the childminder's procedures and responsibilities. The childminder has a good understanding of safeguarding, and the possible signs and symptoms of abuse. She knows

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provision

what to do if she has any child protection concerns, and contact details for children's social services are readily available. Visitors to the childminder's home are closely supervised and all adults living her home are appropriately vetted. Consequently, children's well-being is promoted and they are kept safe from harm.

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provision

The childminder is enthusiastic about what she does and demonstrates a strong capacity for improvement. She has a positive attitude towards her professional development, welcoming support and advice from the local authority and other childminders. Furthermore, she uses the internet and childcare publications to keep abreast of relevant news and any changes in legislation. The childminder effectively uses self-evaluation to identify her strengths and target areas for improvement. She routinely monitors and regularly evaluates children's progress, and the experiences she plans and provides. In addition, she constantly reviews the learning environment and actively seeks the views of parents. Subsequently, the childminder uses what she discovers to enhance children's learning opportunities and their overall well-being. For instance, the childminder noticed that her conservatory became very hot in sunny weather and this had a negative impact

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provision

on children's comfort. As a result of this observation, the childminder is looking into the possibility of installing roof blinds to reduce the glare of the sun and lower the temperature of the room. In the meantime, when it is particularly hot, children play in the cooler open-plan lounge and dining area. Consequently, the comfort and safety of children and adults in the home are considered.

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provision

The childminder enjoys friendly and respectful relationships with children's parents. She welcomes their views to help shape her service, and invites these through daily discussions and questionnaires. Parents rate the childminder highly and praise her good level of communication and the wide range of experiences she provides for their children. She is an experienced childcare practitioner who has cared for children with special educational needs and/or disabilities and those who speak English as an additional language. Consequently, she has a clear understanding of the need to work effectively in partnership with parents and any others involved in children's care and education.

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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 EY473555 Local authority Birmingham Inspection number 953626 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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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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