Childminder in Birmingham

Inspection date

Previous inspection date 10/10/2014 06/03/2012

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early years provision

This inspection: 2 Previous inspection: Not Met 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 childminder provides a wide range of stimulating activities to promote children's learning, and she plans specifically to make sure they make good progress across the prime areas of learning.  The childminder effectively uses information from observations and from frequent discussions with parents to consistently provide meaningful learning experiences for children.  Children's independence is well promoted through all activities and routines and they learn to share and take turns at using resources. Children's good health is effectively promoted due to rigorous hygiene procedures.  The childminder has a good understanding of the procedures to be followed to protect children in her care. The childminder effectively maintains her professional development and she regularly reviews her practice to make changes that improve her setting.

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It is not yet outstanding because

 There are missed opportunities to help children fully understand how to correctly wash their hands to extend their confidence in all aspects of their self-care.

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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 checked evidence of the suitability of all members of the household, the childminder's qualifications and her self-evaluation and improvement plan.  The inspector spoke with the childminder and the children during the inspection.

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Inspection activities

 The inspector looked at documentation, including policies, assessment records and learning journals.  The inspector observed activities indoors and conducted a tour of the premises.

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Inspection activities

 The inspector took account of the views of information in the childminder's parent survey.

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four children aged 14, 12, nine and one year, in Sutton Coldfield. The whole of the ground floor and the rear garden are used for childminding. The childminder attends play groups and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There is currently one child on roll in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, including bank holidays. She is 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 children's understanding of how to wash their hands correctly, so that they develop confidence in their growing ability to handle this aspect of their self-care.

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who attend

Children make warm relationships with the childminder and they respond positively to her interaction. Their language skills are well promoted because the childminder talks with them throughout all activities. For example, she effectively promotes children's language skills by using selected resources, such as small world people, to promote children's recognition of facial features. As she names eyes and mouth, children point to these before they move on to other types of play. This means that their understanding is developing appropriately. The childminder has daily discussions with parents about what they have observed in their child's development. She then plans around these and includes play activities so that children have many opportunities to repeat these experiences. For instance, they sing number songs and this means that children's vocabulary increases and they learn to count in a fun way. This type of learning activity

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who attend

maintains continuity with what happens at home. The childminder effectively covers all areas of learning through well-planned activities. She names the colours of resources and she counts up to three so that the youngest children's early mathematical skills are consistently promoted. Children explore the texture of paint during creative play. The childminder has high expectations of children and introduces a wide range of play and learning experiences. For instance, she provides challenge for them to push shapes through slots in the shape sorter. Children clearly enjoy this activity because the childminder consistently claps when they are successful. They are then delighted and join in with clapping, demonstrating that they enjoy what they do. Consequently, the childminder motivates them to learn and to develop confidence during play. As a result, children's personal, social and emotional development are well promoted.

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who attend

The childminder has a good understanding of children's development levels. She carries out observations when they first start, and then plans for their future learning. The childminder includes parents in the planning by asking about their expectations for their children's learning. For instance, following discussion with parents, the childminder skilfully helps children to develop their attention and listening by reading stories. This means that the childminder effectively encourages children at an early stage to achieve the skills they will need when they eventually attend school. Similarly, children have opportunities to attend playgroups where they join in with nursery rhymes and sing songs that they repeat when they return to the childminder's setting. Therefore, they have a variety of experiences that contribute to their preparation for the next stage in their learning. The childminder is informed about the progress check for children between the ages of two

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who attend

and three years. She has several documents which she can use to guide her to complete the check at the appropriate time. She is keen to involve parents in the assessment of children's learning and development when the check is due. The childminder concentrates mainly on the three prime areas of learning when she carries out observations and agrees with parents how to promote further learning. For instance, they work together to develop the youngest children's walking and speaking skills. The childminder plans daily walks and as a result, children develop an awareness of the world through visits to the local shops and parks. Children play with interesting resources, such as dolls, that reflect a variety of cultural backgrounds. Consequently, children learn about their similarities and differences with others within the context of their play.

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

Children are totally at ease in the care of the childminder, who provides a welcoming environment. She is a good role model for the children because she treats them with respect. The childminder consistently encourages children to choose, such as what toys they wish to play with. Therefore, children are self-assured and are able to clearly express their preferences. Children are well behaved because the childminder has a good understanding of how to promote children's behaviour. For instance, she uses distraction when it is necessary and she patiently encourages them to share resources. As a result, children learn to take turns and to develop an awareness of the needs of others. Children settle quickly in the care of the childminder because her settling-in arrangements are tailored to their individual needs. Parents can stay during the settling-in sessions, so that children grow used to their new surroundings with parental support. The childminder

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

obtains clear information about children's routines and discusses with parents how best to meet children's needs. Consequently, there is continuity between the care at home and at the childminder's setting, resulting in a reassuring changeover for children. The childminder takes children to playgroups regularly and this means they learn to play in larger groups. Therefore, children learn to mix with others and this helps them to be emotionally prepared when they eventually move to nursery, or school. The childminder promotes children's independence through routine activities, such as tidying away. Children clearly learn to keep themselves safe because the childminder explains the reasons for putting toys away. Therefore, children are beginning to understand they can move safely when some toys are not in the way.

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

The childminder provides balanced meals and healthy snacks for the children in her care. She knows the children well and talks to them about their favourite fruit while she prepares these. She always discusses with parents what children have had for breakfast and so provides meals and snacks to meet their dietary needs. Children happily pick out pieces of apple from the bowl and munch on these. They drink water regularly from the beaker they bring from home. The childminder effectively follows hygienic procedures for the preparation of meals and when she changes children's nappies. This means that children's good health is well promoted and they are effectively protected against infection. She ensures children wash their hands, such as when they have finished messy play. However, the childminder misses opportunities to fully develop children's understanding of how to do this correctly, because she does not always explain to them

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

how to wash their hands by rubbing them together. This impacts on children's ability to grow in confidence as they learn to repeat and perfect how to care for themselves. Nevertheless, children learn about other aspects of self-care as they learn to use cutlery to feed themselves. The childminder clearly gives priority to children's safety. She consistently uses a harness to keep them safe when they sit at the table or in their chairs for meals or snacks. Children learn to take risks during play on the equipment at the playgroups because the childminder is always at hand to ensure they are effectively supervised. Children are kept safe because the childminder follows various procedures, such as regular fire drills, so that she is confident to manage their safety in the event of emergencies. The childminder carries out visual checks of the premises each morning to make sure the home is suitable for the children and she also sets out some resources so

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

that they can get hold of these as soon as they arrive. This means that the environment is welcoming and as a result, children settle quickly and play happily.

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provision

The childminder has a good understanding of safeguarding procedures. She has written a detailed policy which she shares with parents so that they are informed about her responsibilities to protect children. The childminder has clear procedures for the use of mobile telephones in the setting and she is well informed about the procedures to be followed with regard to any issues relating to the ongoing suitability of persons living and working on the premises. There are appropriate arrangements in place to maintain the childminder's professional development. She regularly receives updates from agencies about the early years sector and she maintains links with other professionals, such as staff at the local children's centre. The pro-active childminder values diversity and as a result, she thoroughly researches information to ensure she has a good understanding of the background of all children. This means that she sensitively evaluates the individual care of

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provision

children to make sure all their needs are met. The childminder carries out risk assessments for the premises and understands that children must be supervised at all times. She carefully carries out visual checks for potential hazards when she takes children to different venues. This means that their well-being is effectively promoted.

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provision

The childminder reviews her setting to make improvements for the benefit of the children. For example, she has made some laminated cards to illustrate several songs. She uses these as visual prompts to help children choose their preferred songs. Since the last inspection, the childminder has made several changes. In particular, she has made sure current liability insurance is always in place. She consistently revises her practice when she delivers learning activities. The childminder takes special note of the planning and adapts activities so that they are appropriate for each child's stage of development and to make sure they enjoy what they do. She consistently reviews assessments to make sure the planned next steps in learning meet children's needs and maintain their progress and achieve the expected levels of development for their age. The childminder discusses all aspects of children's learning and care with parents. For example, she works with parents

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provision

to promote children's self-help skills, so that they learn to confidently use cutlery at mealtimes. There is very good communication with parents, who receive detailed information about what children do each day. At the daily handover, the childminder and parents discuss relevant information so that they have a shared understanding of children's needs. As a result, the childminder carefully follows guidance from parents to support the children in her care. Parents sign to say they have read policies and the childminder provides information about the activities, the meals that are served, routines and playgroups that children attend. Parents are pleased with the childminder's support for their children's learning and care. There is continuous communication with other professionals, and this means the childminder receives support to improve her knowledge and practice. Children who are cared for by the childminder do not attend other settings,

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provision

but the childminder is aware of the importance of sharing information to support their individual learning, should this occur in the future.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY318693 Local authority Birmingham Inspection number 952672 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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