Shpanin, Hanna Urszula

Inspection date

Previous inspection date 14/10/2014 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

 The childminder effectively supports children's emotional well-being through building strong relationships with them. As a result, children are happy, secure and confident to explore their environment, preparing them well for the next stage in their learning.  The childminder has a good understanding of the Early Year's Foundation Stage. She accurately assesses children and identifies their next steps in order to plan a broad range of activities. As a result, children make good progress across all areas of learning.  Children are supported well in their learning, as a result of the childminder's effective partnerships with parents. They are consistently encouraged to contribute their views about their children's learning and development which helps the childminder to plan more accurately for each child's needs.  Children's safety and well-being are fully supported because robust safeguarding procedures are in place and the childminder has a good understanding of her

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This provision is good

responsibilities in protecting children from harm and keeping children safe.

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It is not yet outstanding because

 There are fewer opportunities for children to recognises and read signs and labels in both the indoor and outdoor environment to support their early literacy skills.  On some occasions the childminder misses opportunities to further question the children to consistently develop their critical thinking skills.

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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 compulsory part 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 had a tour of the premises with the childminder.

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Inspection activities

 The inspector observed teaching and learning activities in the indoor learning environment.  The inspector looked at children's assessment records and planning documentation.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and her family, and the childminder's self-evaluation form.

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Inspection activities

 The inspector took account of the views of children and parents spoken to on the day of inspection.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children aged four and seven years in a house in Birmingham. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from local schools and pre-schools. There are currently four children on roll; of whom, two are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and 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:

 provide more opportunities for children to read signs and labels both indoors and outdoors to help children understand that print carries meaning and further develop their early literacy skills

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

 enhance questioning techniques to enable children to consistently demonstrate their critical thinking skills and become highly effective learners.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage. She gathers information from parents when children first start about their interests and capabilities. The childminder makes initial observations and uses these along with parents' comments to identify children's starting points. She completes regular observations and assessments in order to identify children's next steps. The childminder effectively uses this information to plan a broad range of relevant activities, which cover the seven areas of learning and promotes children's good progress. The childminder recognises the importance of encouraging parents' ongoing input in order to build an accurate picture of their children's development. This includes asking parents for an update of their child's progress each September when children return to the childminder after the summer break. This helps her to identify the progress children have made so that she can continue to plan relevant

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who attend

activities and provide support for each child's future learning. The childminder interacts well with the children and effectively supports their learning through offering opportunities in the home, during stay and play sessions and visits in the local community. She effectively encourages children to concentrate on activities, use their imaginative and creative skills and develop their independence and social skills. The childminder recognises that children learn at different rates and adapts activities accordingly to ensure all children are offered opportunities to reach their full potential. As a result, children are well prepared for their next stage in learning and their move onto school.

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who attend

The childminder's home is warm and inviting. She offers a wide variety of resources and encourages children to independently access them in order to support their continued learning. Children develop their communication and language skills through discussions with the childminder. They learn new words and extend their vocabulary as they enjoy taking part in singing songs and rhymes. Children have access to a range books and enjoy using writing tools to develop their early writing skills. However, the childminder does not yet have many signs and labels in either the indoor or outdoor environment to give them more opportunities to learn that print carries meaning and to support their early literacy skills. The childminder consistently uses children's interests and extends activities to help them develop their own ideas. For example, children are interested in role play food and cooking, so the childminder introduces natural resources such as, conkers, pebbles and

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who attend

pine cones into their play. Children enjoy using their imagination and creative thinking as they excitedly use the resources to make dinner for each other. They engage in stimulating and challenging activities because the childminder generally uses effective teaching methods. For example, modelling language and numbers, encouraging the children to keep trying and become actively involved in their learning. The childminder regularly encourages children's counting during routines. For example, children are encouraged to count their fruit as they ask for more grapes. The childminder fosters children's awareness of shapes as they take part in an activity, which involves hiding shapes in rice. However, on occasions the childminder misses opportunities to skilfully question children further to develop their critical thinking skills. Children's personal, social and emotional development is promoted well, as the childminder encourages them to

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who attend

effectively work together during activities. This enables the children to effectively help and support one another to complete tasks, giving them a real sense of achievement.

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who attend

Partnerships between the childminder and parents are strong and contribute to ensuring children's individual needs are well supported. The childminder gives parents verbal feedback each day about their children's activities and how they have responded. She regularly shares text messages if children have achieved something for the first time. If a child comes in a little upset the childminder lets parents know when they are happy and content. She completes a daily diary with all activities the children have taken part in and the type of day they have had. The childminder provides opportunities for children's learning to be extended at home, through sharing ideas with the parents. She regularly updates children's observations and completes regular progress reports and shares these with parents to keep them informed of their children's progress. The childminder completes the progress check for children aged between two and three years and

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who attend

evaluates children's progress in the three prime areas of learning. The childminder consults with parents and takes their views and comments into account. She uses this information to identify any areas of concern and areas where children are doing particularly well, so that the childminder and parents can plan together to ensure individual children's needs continue to be met.

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

The childminder builds strong relationships with both children and parents to fully support children's emotional well-being. She provides settling-in sessions to support children effectively in their move from home. During this time she gathers information about children's care needs and routines, and parents complete an All about me form, which is tailored towards children's interests and development. The childminder understands the importance of children feeling safe and secure in order for them to build the confidence to engage in activities and lead their own learning. As a result, children settle quickly and are confident and self-motivated to learn.

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

The childminder supports children in understanding about healthy lifestyles and good hygiene practices. Children are offered a wide variety of healthy snacks and meals and understand the importance of hand washing to keep healthy and well. Children's independence is promoted as the childminder encourages them to choose their own snacks and to help to prepare them. Drinks of water are available at all times throughout the day. The childminder ensures she promotes children's good health by asking parents about children's allergies and dietary requirements. Children have daily opportunities for fresh air and exercise through outdoor play, going on walks and visiting the local park. They enjoy a range of activities outside which promotes their physical skills, such as, riding on balance bikes, using the slide and jumping on the trampoline. Children are able to take measured risks on age-appropriate equipment when they visit the park. The

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

childminder completes detailed risk assessments and closely supervises children to ensure they are kept safe at all times. She discusses with children the importance of road safety and being aware of strangers. Regular fire drills take place to ensure all children are aware of the procedure to follow. Consequently, children develop a greater understanding of keeping themselves safe.

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

The childminder provides a safe, welcoming and homely environment for children to learn through play and exploration. She encourages children to become independent learners. All resources are stored at children's level to encourage their choices and self-directed play. Children's behaviour is good because the childminder gets down to their level and explains her expectations. Children want to do well because she consistently acknowledges and praises their efforts and progress. The childminder routinely encourages children to share and take turns using reward stickers to support their achievements. The childminder involves parents when developing strategies to promote children's good behaviour, to ensure consistency between home and her setting. She prepares children emotionally for their move on to school through using books and talking to them about starting school. Children are able to become familiar with the school

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

environment as they regularly go with the childminder to drop off and pick up children.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements. She understands the signs and symptoms of abuse and is confident about her responsibilities in protecting children from harm. The childminder has completed all relevant training in order to meet the legal requirements, including safeguarding and first aid. All required checks have been completed on the childminder and the adults in the household to ascertain their suitability and reassure parents with regard to their children's welfare. The childminder has robust policies and procedures in place and effectively shares these with parents. She completes risk assessments for the home and outings to ensure any hazards are identified and minimised. As a result, children's safety and welfare are fully promoted.

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provision

The childminder has a good understanding of the learning and development requirements. She effectively monitors the education programme through consistently evaluating activities and looking at the progress the children are making. This enables her to look if there are any gaps in children's learning and plan effectively to address these. The childminder is always looking at ways she can enhance her practice further. She uses self- evaluation to accurately identify priorities for improvement, which very much focus on the needs of the children and the quality of teaching and learning. For example, the childminder is always reflecting on the effectiveness of her observations, assessment and planning and has recently introduced a tracking system to help her to monitor children's progress more accurately. The childminder also invests in her own professional development through her own research and regular contact with other childminders to

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provision

share ideas and best practice. She is in the process of completing an early years qualification at level 3 and uses ideas from her course to enhance children's care, learning and development. For example, she has gained further ideas of how to use natural resources to develop children creativity and imagination.

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provision

The childminder's strong partnerships with parent's means they effectively exchange information and work well together to meet children's needs. She also encourages parents' feedback, for example, through completing questionnaires. These enable the childminder to reflect on her practice and continue to evaluate the service she offers. Parents say how happy they are with the high standard of care and education their children receive. The childminder has already formed good links with the local school and is well prepared for passing on accurate information about children's learning and development to early years staff to support children's smooth transitions into school. Overall, the childminder provides children with a wealth of opportunities that supports them to make good progress and prepares them for the next stage in their learning, including starting full time education.

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The Childcare Register

The requirements for the compulsory 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 EY433292 Local authority Birmingham Inspection number 791032 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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