Childminder in Solihull

Inspection date

Previous inspection date 22/10/2014 12/02/2009

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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

 The childminder has a good understanding of how children learn, which means she provides challenging and stimulating activities based on the needs and interests of individual children.  The childminder has a strong partnership with parents and other professionals and she involves them in the support of children's learning and development.  Children are safe in the childminder's care, as she implements effective policies and procedures and supervises children very well at all times.  Children are very happy and secure with the childminder, as she gives high priority to their health and well-being. Behaviour is very good and the childminder teaches them how to share and to keep themselves safe.  The childminder is very well motivated and evaluates her provision well so that children continue to receive a very good standard of learning and care.

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It is not yet outstanding because

 The childminder does not further her professional development sufficiently in order to bring about continuous improvement in her knowledge and practice.

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

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Inspection activities

 The inspector looked at children's assessment records, planning and a range of other documentation, including evidence of the childminder's suitability and qualifications.

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Inspection activities

 The inspector looked at and discussed the childminder's self-evaluation process and improvement plans.

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Inspection activities

 The inspector spoke to the childminder, her assistant and 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, 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 1996 and is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult son in Solihull and works with an assistant. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays, two weeks at Christmas and two weeks in the summer. She uses the whole of the ground floor for childminding. There is an enclosed garden for outdoor play. The childminder 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 10 children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder has a childcare qualification at level 3 and is a member of a childminder's association.

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

 consider undertaking further professional development training in order to continually improve the childminder's already good knowledge and practice.

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who attend

The childminder has a very good knowledge of how children play and learn so that she is able to plan effectively to meet their individual needs. She records detailed observations of children as they play, in order to measure their progress effectively. She makes an assessment of children's achievements on a regular basis, which means any gaps in learning are identified and addressed. Parents share information about what their children already know and can do so that the childminder measures their progress effectively from a clear starting point. She works very well with her assistant to plan a wide range of interesting activities, which cover all areas of learning. She evaluates these each week according to children's interests and what they learn from them. The childminder adapts her planning and plans each child's next steps in learning for the following week using this information. She knows the children well and includes their next steps in learning in their

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who attend

daily activities so that they make good progress. The childminder keeps parents well- informed about their children's activities and progress and she guides them very effectively in supporting the continuity of children's learning at home.

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who attend

Two-and three-year-old children enjoy using play dough imaginatively. They manipulate the tools well and talk to the childminder and her assistant as they play. The childminder encourages children to talk about their experiences so that they develop their communication skills well. She introduces new vocabulary as children play in the role play area. She asks them if they know the names of the different foods they pretend to cook, so that they learn about these. They talk about birthdays as they blow out the pretend candles on a wooden cake and say how old each child is. She ensures each child is challenged to think about their learning so that they build on this in relation to their individual next steps each day. Children enjoy regular nature walks to collect leaves, conkers and other natural objects. The childminder teaches them about changes in the weather and the seasons and children are creative in working together to make an

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who attend

autumn display. Younger children like to sit on the childminder's lap to sing songs and rhymes. They giggle as their toes are tickled as part of the action song.

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who attend

All children enjoy choosing from the good quality range of books and show an interest in early literacy. They develop their language and communication skills further by concentrating well as they listen to and discuss stories intently. The childminder prepares them very well for school and for the next stage in their learning because she teaches children to count and use mathematical language and skills during their activities. Children choose from an extensive range of toys and resources, which are very well organised and easily accessible in low storage units. This means children can explore, play and develop their own learning styles. Children develop their physical skills well through their use of the wide range of climbing and balancing equipment in the garden and at the local park. They learn about the world around them as they watch the demolition of a nearby block of flats and see the progression of the new building work in its place over several months.

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

The childminder encourages parents to share daily information about children's well-being and care routines. They work very effectively together so that children receive consistency and are emotionally secure. Children form close bonds with the childminder and her assistant and are very happy in the welcoming family environment. They have very good relationships with each other and gain confidence through praise and encouragement from the childminder.

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

Children learn about making healthy food choices as they have fruit and healthy snacks. The childminder provides nutritious meals each day and children grow some of their own vegetables in the garden. This supports their learning about healthy food and where it comes from. They choose some of their own food on their shopping trips with the childminder and are active outdoors each day so they learn about healthy lifestyles. Children learn to be independent, as they begin to dress themselves and manage their self-care routines in readiness for school and nursery. They count out how many plates and cups they need as they set the table, so that their problem solving skills are further supported. The childminder teaches children to share and take turns during their daily activities. They learn to manage risks safely in their outdoor play and the childminder teaches them about road safety and how to stay safe indoors. For example, children are

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

reminded not to stand on chairs and to keep the room tidy.

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

Behaviour is very good because the childminder sets clear boundaries for children and explains why they need to obey the rules so they are all safe. Children are emotionally secure as they move on to nursery and school. This is because the childminder takes them to collect other children, so they become familiar with the buildings and staff. She shows them where they will hang their coats and what they will do, so children settle more easily. The childminder has close links with local nurseries and schools, so she maintains contact with staff and shares information about children's needs and well-being so that these continue to be met.

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provision

Children are safe in the childminder's care as she and her assistant have a very good understanding of child protection and safeguarding. Effective measures are in place in case of the need for emergency evacuation of the premises. Detailed policies and risk assessments are implemented very well, which means that children are safe. Records are well kept, which means that children's health and welfare are protected. The childminder, her assistant and other adults living in the house are suitably vetted and there are rigorous policies for admitting visitors, and for the collection of children, which means they are safe. The premises are secure, daily risk assessments are carried out and children are very well supervised at all times.

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provision

The childminder reflects on, and evaluates her teaching and planning effectively each week. She adapts the activities according to what children learn in relation to their next steps. This means that she can plan more effectively the following week so that all children make good progress. She works very well with her assistant to evaluate all aspects of the provision, so that children receive good quality learning experiences. She attends some training courses which shape her professional development, but these are not currently frequent or focused enough to have as positive an impact on children's learning as they might have. The childminder is very well motivated and experienced and strives to improve and maintain the very good quality care and learning she provides for children. Parents' views are actively sought so that they are involved in making suggestions regarding the provision. They are very well informed about the childminder's

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provision

policies and practice and fill in questionnaires, which are all very positive.

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provision

The childminder has effective partnerships with other local early years providers and can contact a local authority early years advisor should the need arise. She understands the importance of working with other professionals to support children with additional needs. She shares ideas and best practice with other local childminders and nursery staff on a regular basis. The childminder has good links with local schools, nurseries and a children's centre, which means that information is shared about children's progress when they move to a new setting.

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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 250185 Local authority Solihull Inspection number 871429 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 10

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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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