Orbell, Tracey Jayne

Inspection date

Previous inspection date 22/07/2014 08/05/2009

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early years provision

This inspection: 2 Previous inspection: 2 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

 Teaching is very good and the childminder understands how individual children play and learn. She measures their progress effectively from their starting points so that they make very good progress.  Children are safe because the childminder implements effective safeguarding policies and practice and supervises them very well.  Children are very happy and settled in the welcoming family environment, as the childminder is very caring and works closely with parents to support children's care needs.  The childminder has a strong partnership with parents, as she encourages them to share information about children's achievements and well-being, which further supports their learning and development.  The childminder is very well motivated and committed to self-improvement. She monitors and evaluates her provision very effectively. This means she maintains very good standards of care and learning.

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It is not yet outstanding because

 Opportunities for children to extend their independence skills and learn even more about growth and the care of living things are not fully maximised outdoors.

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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 children engaged in a range of learning activities, play and daily care routines with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning and a range of other documentation.

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Inspection activities

 The inspector looked at and discussed the childminder's self-evaluation process and improvement plans.  The inspector spoke to the childminder and the children throughout the inspection.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector took account of the views of parents and carers and children, including recent letters from parents containing their comments on the provision.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in Yardley, Birmingham. She operates Monday to Friday from 7.30am to 6pm, all year round, except for bank holidays. She uses two rooms, the kitchen and a bathroom on the ground floor for childminding. There is an enclosed garden for outdoor play. The family has a pet dog. The childminder attends local playgroups, visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently seven children on roll, three of whom are in the early years age group and attend for a variety of sessions. She 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 the already very exciting outdoor provision even further, for example, by providing children with independent access to water and by growing their own flowers and vegetables.

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who attend

The childminder has a very good knowledge of how children learn through play. She uses information obtained from parents about what children already know and can do as a starting point for their learning. She records detailed observations so that she knows each child's interests and learning styles. This means she plans effective ways to extend children's learning so that they are engaged in the activities and make very good progress. The childminder measures children's progress closely in order to identify and close any gaps in their learning. She encourages parents to become involved in their children's learning, as she keeps them very well informed about their activities and progress. The childminder guides parents on how best to support children's learning at home and they share daily information about children's achievements. As a result, children's learning is enhanced and they are supported by their families as well as the childminder.

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who attend

Children really enjoy playing in the well-planned garden in the fine weather. They stir soil, water and stones in the mud kitchen and notice the consistency change as they added more soil or water. Children show good imagination skills as they pretend to cook dinner and transfer the mixture to different pans and bowls. The childminder uses these opportunities well to develop children's language and vocabulary as they talk about the fact that the mud pies cannot really be eaten and how they would make them ill. However, children need to ask the childminder to get water from the house when they want to add more to the soil or to water the plants. This means their play is interrupted as they cannot not access this independently. In addition, opportunities to develop children's interests further in growth and the care of living things are not fully maximised. For example, by enabling children to grow their own flowers and vegetables. Children lead

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who attend

their play and, generally, access the wide range of good quality resources easily. They make marks, draw, paint and use many creative materials to express themselves and explore textures. The childminder teaches children about different cultures and countries and encourages parents to share photographs and traditions from their own backgrounds. This means children develop an awareness of diversity in the wider community.

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who attend

Children develop their physical skills well through their use of the small climbing frame, slide, wheeled toys and other resources in the childminder's garden. Older children use the larger equipment at the nearby park and the childminder takes children on regular outings to a local farm, shops and parks. This means they learn about nature, their environment and see the animals grow from babies. The childminder prepares children very well for nursery or school because she teaches them to recognise the shapes and sounds of letters and to write their names. They count and use mathematical language during the activities and the childminder builds on the next steps in each child's learning so that they are continually challenged in their thinking.

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

The childminder has a strong partnership with parents, which means they share detailed information about children's needs and well-being and work together on their care needs. Consequently, children benefit from consistency of care and the childminder meets their individual needs very well. Children can have as many settling-in sessions as they need, so that they are emotionally secure in her care. They form close bonds with the childminder, as she is very caring and provides a very welcoming, family environment in which children thrive and enjoy their exciting learning experiences. Children gain confidence and good self-esteem because the childminder praises and encourages them as they play. They have good relationships with each other and enjoy looking at the photographs of the other children and talking about what they might be doing at school.

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

Children learn to make healthy food choices, as the childminder provides them with fruit for snacks. Children sometimes bring their own lunches or the childminder involves them in helping to prepare sandwiches or other healthy food. This supports children in learning to be independent. They choose their own activities and learn to manage their personal care so that they are well prepared for school or nursery. Children are active outdoors each day and they learn to manage risks safely through their use of the climbing and balancing equipment in the garden and at the park.

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

Children's behaviour is excellent, as the childminder knows how to keep children occupied and engaged in purposeful play so they do not become bored. Even younger children do not need to be reminded to share and take turns as they play, as they do this as a matter of course. The childminder manages children's transitions to nursery or school very smoothly. She shares information about their progress with their new setting and tells children stories about starting nursery so they know what to expect. She shows children their new setting as they pass it in the car or when they collect other children. This means that their needs continue to be met and they feel emotionally secure in their moves.

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provision

The childminder implements her effective safeguarding policies and has a thorough understanding of how to protect children. She records accidents and existing injuries and monitors children's health and well-being very effectively. Regular fire drills are practised with children and the premises are very secure. The childminder carries out daily checks to ensure there are no hazards to children. She risk assesses outings so that children are safe away from the premises. Children are very well supervised and the dog is always caged and in another room when children are present. The childminder has attended recent child protection training and ensures she always has up-to-date contact details for the appropriate authorities, should she have any concerns about a child. This means that children are safe and well protected.

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provision

There is effective monitoring of planning and teaching because the childminder continually reviews her practice and its impact on what children learn each week. She studies the recommended guidance to ensure her provision is of good quality and works with another local childminder to support the evaluation of her planning and assessment. She attends regular training courses to further her knowledge and skills and keeps up to date with current practice and legislation through a childminding association and a range of childcare websites. The childminder engages in effective self-evaluation and focuses on specific areas in order to identify ways to improve children's learning experiences and progress. She includes the views of children and parents in this process so that they are involved and their needs are fully met. Parents are very well informed about the childminder's policies and procedures and the childminder involves them in children's

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provision

The childminder works well in partnership with other local early years providers. She engages in regular mutual support and the sharing of ideas and best practice with other childminders and the staff of local nurseries and a children's centre. She speaks to children's teachers each day and they work together to complement and extend children's learning. The childminder passes on messages from school to children's parents, which protects their well-being.

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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 EY318185 Local authority Birmingham Inspection number 873197 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 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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