Childminder in Solihull

Inspection date

Previous inspection date 17/10/2014 27/01/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The children are happy and settled. Relationships with the childminder are strong and secure attachments are made, consequently, children's emotional well-being is supported.  The childminder promotes positive behaviour effectively, ensuring that children understand her expectations and develop an understanding of right and wrong.  The childminder has positive relationships with parents and shares information each day about their child's care and learning. Parents are also encouraged to share detailed information so that their child's needs can be met throughout the day.

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It is not yet good because

 Observations and assessments are not always sufficiently rigorous to ensure precise planning includes the next steps and covers all areas of learning, to help children to make good progress in their development. As a result, the quality of teaching is inconsistent.  Safeguarding procedures are not robust and are not in line with the guidance of the Local Safeguarding Children's Board. Consequently, children's safety and well-being is not fully assured.  Partnerships with other early years providers are not yet developed to ensure that children's learning and development are continuously supported.

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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 spoke with the childminder and children at appropriate times throughout the inspection.  The inspector observed activities in the playroom and outdoors.  The inspector held a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's learning journey records, planning documentation, the childminder's self-evaluation form, a selection of policies, children's records and suitability checks.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in the childminder's own parent survey.

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Information about the setting

The childminder was registered in 1998 and is on the Early Years Register and the compulsory part of the Childcare Register. The childminder lives in a terraced house in the Shirley area of Solihull with her husband and three children. The whole of the ground floor and upstairs bathroom are used for childminding purposes. There is an enclosed area available for outdoor play. The childminder operates Monday to Friday all year round from 8am to 6pm. Children attend for a variety of sessions. There are currently eight children on roll, two of whom are in the early years age group. The childminder has two guinea pigs, two bearded dragons, one hamster and tropical fish as pets. The childminder attends local toddler groups and is a member of the Professional Association for Childcare and Early Years.

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must:

 ensure assessments of children's learning are sharply focused to cover all areas of learning and use this information together with next steps to plan and teach so that all children make good progress in their learning and any potential gaps are identified and strategies put in place for filling them

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must:

 ensure that the safeguarding policy and procedure is in line with the guidance and procedures of the Local Safeguarding Children Board so that children are kept safe and protected from harm at all times.

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

 enhance partnerships with other early years providers so that children's learning and development are continuously supported and improved through effective reflections on practice.

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who attend

The childminder has a suitable understanding of how children learn and interacts with them positively. She provides a range of appropriate toys and resources that promote children's learning and development, such as musical instruments and a range of writing materials and creative activities. Children enjoy using glue and other materials to make collages. The childminder encourages language development by asking open-ended questions throughout activities. For example, when children play matching games with cards, the childminder extends the activity by asking questions about the pictures on the cards. The childminder observes children and uses photographs to build a portfolio of their learning and development. However, information gained from observations is not used to effectively plan the next steps in children's learning to ensure they make the best possible progress. The childminder implements appropriate assessments for children, such as the

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who attend

progress check for children aged between two and three years. This is shared with parents and their views are used to support children's ongoing development. However, systems to help children make further progress in their individual learning and development through observations and assessments are not yet fully established.

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who attend

Activities are mostly child-led, but are supported by the childminder. For example, when children want to change playing with puzzles and go into the garden, this is embraced by the childminder. Routines enable children to have a balance of quieter times looking at books when they are tired and listening to stories. They also have time to be active in the outdoor area, using a variety of equipment and resources. The childminder provides writing resources and books, which effectively support children's communication skills and growing interest in early literacy. Children are generally busy and engaged in activities of their choice and therefore, behaviour is generally good. Overall, children gain suitable skills to support their future learning.

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who attend

The childminder builds positive partnerships with parents and values their contributions. Information from parents is gathered on entry about their children's individual interests, by having in-depth discussions regarding their educational needs. Individual learning journals are implemented and parents are invited to be part of their child's development. They are encouraged to share information about what happens at home in daily diaries.

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

Children play happily at the setting and have positive relationships with the childminder. The childminder understands how to safeguarding children, however, her policy and procedures have not been updated to help to protect and support children. The childminder gathers information about children's individual care needs during the settling- in period, and this helps to build strong attachments. Close communication and information sharing with parents and the family encourages most effective partnerships from the outset. The childminder has a dedicated play room, which is a well-organised environment where children easily access varied resources to support their learning. The childminder teaches children about care routines, such as hand washing and blowing noses. As a result, they are confident in handling their own self-care needs, which helps to prepare them for school. Children behave well because the childminder manages their

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

behaviour consistently. She encourages children to behave well through positive praise and by explaining what the expectations of good behaviour are.

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

The childminder takes positive measures to promote healthy eating for children. Consequently, she works together with parents to provide a balanced nutritious diet that the children enjoy. For example, at snack time, fresh fruit is usually provided as well as balanced healthy meals that include a dessert for children to enjoy. The childminder promotes children's self-care and independence skills appropriately. Care routines are managed well by the childminder, including regular visits to the toilet so that children are efficiently trained and prepared for transition.

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

Children enjoy frequent outings into their local community and parks to explore the world around them. They collect natural materials, such as leaves, and explore the plants and animals they find, which promotes their understanding of the world well. The childminder takes them to toddler and activity groups, and they visit the library and local shops. This helps to develop their social skills and teaches them to interact with others, so they are ready for the wider social networks of school. The childminder teaches children to keep themselves safe, for example, they learn to cross roads and walk together safely on their way to and from the park.

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provision

The childminder has an understanding of how to meet the safeguarding and welfare requirements for the children in her care. She has completed appropriate safeguarding training and knows what action to take, should there be a concern about the welfare of a child. She also understands that the welfare of the child is paramount. However, the safeguarding policy and procedures do not reflect this depth of understanding and the childminder has not updated procedures so that they are in line with the Local Safeguarding Children Board. As a result, this means children's well-being is not fully assured. The childminder and all other adults who have regular contact with the children undergo suitability checks. She is trained in paediatric first aid and knows what to do in the event of an emergency. Medication, accident and other records are well organised, which underpin children's well-being.

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provision

The childminder has a satisfactory knowledge of the Early Years Foundation Stage and generally fulfils her responsibilities in meeting the learning and development requirements. However, certain aspects of the quality of teaching are not fully met, in relation to observations, assessment and planning arrangements in the learning environment. The childminder is beginning to implement secure systems to improve outcomes for children and the families who use her service. The delivery and monitoring of children's development and progress does take place, but is not consistent. Although the childminder is able to talk through the use of observations of children, it is not yet evident how she uses this in planning or to inform children's next steps.

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provision

Parents receive daily verbal and written information about their child's day. The care diaries also give parents an opportunity to share activities they have done at home and achievements their child has made. This helps to build a strong partnership and supports children's consistent care. Parents appreciate the quality of care their children receive, describing the childminder as a caring professional. They are very positive about the activities on offer and know they can be confident that the children enjoy attending the setting. The childminder demonstrates a sound understanding of the importance of working with parents and that this underpins their consistent care. However, partnerships with other early years providers are not fully developed to ensure that children's learning and development are continuously supported.

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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 250505 Local authority Solihull Inspection number 866456 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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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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