Childminder in Solihull

Inspection date

Previous inspection date 03/11/2014 02/07/2012

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early years provision

This inspection: 2 Previous inspection: 3 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 quality of teaching is good. The childminder demonstrates a good knowledge of the areas of learning and how children develop. She skilfully develops children's enthusiasm for learning through her positive and encouraging interactions in their play. This builds their confidence and willingness to persist and achieve, in preparation for school.  The childminder's understanding of safeguarding procedures is strong which ensures that children's welfare is protected and they are kept safe from harm.  Children have good bonds with the childminder, who is very caring and attentive to their needs. They are very happy and settled in this homely and welcoming environment. This enables them to be confident to explore their surroundings because their emotional needs and overall well-being are supported.  The childminder is pro-active in developing her service. She acts on advice from other professionals and attends training to enhance her knowledge. Her plans for

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This provision is good

improvement are well-targeted to strengthen her practice further.

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It is not yet outstanding because

 Opportunities to encourage parents to share information about their child's achievements at home are not always maximised.

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

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Inspection activities

 The inspector held conversations with the childminder and children and also conducted a joint observation with the childminder.

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Inspection activities

 The inspector toured of the areas of the childminder's home used for childminding purposes.

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Inspection activities

 The inspector viewed evidence to confirm the suitability of all adults living on the premises.  The inspector looked at a selection of policies, procedures and children's records.

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Inspection activities

 The inspector took account of parents written references and comments from recent parents' questionnaires.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in the Castle Bromwich area of Birmingham. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play. The family has a dog. There are currently five children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder is able to take and collect children from local schools and pre-schools. The childminder visits the shops, library and park on a regular basis. The childminder operates all year round from 6.30am to 6pm, Monday to Friday, except for family holidays and bank holidays. The childminder is a member of the Professional Association for Childcare and Early Years and holds a recognised childcare qualification at levels 2 and 3. She also receives support from the

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

 build on the already good relationships with parents and carers, by providing more accessible ways for them to share more detailed information about what their child learns at home, so this information can be used to plan together ways to further help their child to move forward in their learning.

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who attend

Children make good progress because the childminder has a secure knowledge and understanding of how they learn. Her knowledge of child development supports children effectively in order to be ready for school. Prior to children starting with her, the childminder gathers initial information from parents using All about me documents. This records children's individual interests, needs and preferences and helps her to plan effectively for children's learning. Children take part in an interesting, well-thought-out range of activities, which incorporate their interests. Detailed observations and assessments are undertaken using suitable guidance documents. These help the childminder to have a clear focus on how to support each child in the next steps in their learning. The childminder recognises the importance of working closely with parents. When required, she methodically completes the progress check for children between the

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who attend

ages of two and three years, and shares the information with parents. The childminder spends time at the beginning and end of the day with parents discussing their child's achievements and care needs. For example, the childminder regularly discusses their child's next steps and development. However, the childminder sometimes overlooks using these times to encourage parents to share more detailed information about what their child learns and does at home. Consequently, some opportunities for the childminder and parents to work together to plan a child's future learning are missed.

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who attend

The childminder has arranged the environment to enable children to initiate their own play, so they are able to select independently from a variety of developmentally appropriate resources and equipment. These are stored in labelled boxes which are easily accessible. The childminder has a good understanding of the seven areas of learning and uses effective teaching methods within her practice. Children's confidence and communication skills are skilfully supported. The childminder sits on the floor with children, joins them in their play and constantly chats to them, giving them lots of eye contact. During conversations, she models good language throughout by questioning and asking children to follow simple instructions to check their understanding. The childminder helps to foster children's communication and language skills further by spending time with children looking at and reading books, asking them to recall and retell familiar stories, and

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who attend

helping to extend their vocabulary. The childminder places a strong importance on promoting independence. For example, she encourages children to choose their favourite colours of paint and paper, fill their pots, choose their tools so they can express their ideas and be creative to produce some very colourful firework paintings. The childminder makes adjustments each day to support children's interests and responds to their individual learning and development needs. For example, children enjoy playing with dinosaur figures. The childminder joins in with their play, asking them to find the dinosaur with one, two, three and four heads or placing them in a line according to size. This helps children to develop their imagination and early mathematical concepts.

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who attend

Children are encouraged to learn to share toys and play together, this promotes their social skills in preparation for later move to nursery and school. Children have good access to technology through programmable toys, using the laptop and visiting the self-scan tills at the supermarket. Children have very good opportunities to spend time outdoors in the fresh air to promote their physical skills. They practise climbing on the slide, jumping on the trampoline and riding on wheeled toys in the childminder's garden. They have access to larger equipment at the playgroup and local park. The childminder has a good knowledge about promoting equality of opportunity and ensures all children and their families are valued and respected. An excellent range of multi-cultural resources and positive images of people with differing abilities are readily available for children. The childminder further extends children's understanding of the wider world through a range

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who attend

of celebrations and craft activities. For example, children have celebrated Halloween by making colourful bats with moving eyes, decorated elephants with sequins and feathers for Diwali and created a display of fireworks for Bonfire night. As a result, children's understanding of diversity and the wider world is promoted very well.

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

The childminder helps parents to feel comfortable leaving their children in her care because she offers them pre-arranged settling-in sessions. During this time, the childminder gathers useful information, so that care routines match those that parents follow at home. This helps children to make the move from home to the childminder's care with ease and ensures children's individual needs are met. Children to settle quickly and. enjoy a warm and caring relationship with the childminder and this is evident through their play and explorations. The childminder is very knowledgeable about children's individual needs and unique personalities. She is a good role model, treating them with kindness and respect, and children respond well to the childminder's calm and patient character. The childminder gives children gentle reminders during play to help them understand about using good manners, being kind to each other and taking turns. The childminder

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

effectively supports their overall well-being and emotional needs. As a result, children enjoy each other's company, form strong attachments and behave well.

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

Healthy lifestyles are promoted as the childminder gives good information to parents regarding healthy eating. She provides healthy and nutritious snacks, with parents providing a meal or packed lunch. The childminder has regard for good food hygiene and has researched the internet for up-to-date information regarding food allergies to pass onto parents. Good hygiene routines help children learn about self-care skills. The childminder supports children well to develop an awareness of their own personal care issues, such as hand washing before meals and after nappy changing or toileting. The childminder holds a paediatric first-aid certificate and there are clear policies and procedures in place for recording accidents and administering medication. The childminder understands the need to complete this correctly to promote children's safety and well- being.

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

Children gain a good understanding of how to keep themselves safe as they follow sensible rules for keeping safe, such as using artist tools correctly or practising regular fire drill to ensure they know what to do in an emergency. The childminder is vigilant about children's safety and she supervises them well at all times. Children walk to attend a local toddler group and learn about road safety and stranger danger. At the group, children learn to socialise with other children and take manageable risks during exercise and play. The childminder shows them how to use the equipment safely. Overall, the childminder promotes children's health, social skills and independence well.

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provision

The childminder has a good understanding of her responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. Her knowledge of child protection is updated through attending appropriate training. All adults living on the premises have undergone the required suitability checks. The childminder is fully aware of the procedures to follow should she have any concerns regarding a child in her care. Her safeguarding policy includes the action to be taken and phone numbers of who to contact to seek advice and support. The childminder is well organised and has an all-inclusive range of policies and procedures that support her good practice. She shares all of this information with parents to ensure they are clear and fully informed about her practice. Children's safety in the childminder's home and on outings is promoted well. The childminder completes regularly daily safety checks and updates risk assessments to

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provision

include any new resources, equipment or changes to the premises. All of the required documentation, parental consents are in place and stored safely. This ensures confidentiality is maintained and children are cared for in line with parental wishes. Consequently, children play in a safe and secure learning environment.

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provision

The childminder has a good level of awareness of how children learn. She is experienced and holds appropriate childcare qualifications. She has a good knowledge of the learning and development requirements. The childminder ensures children are motivated and interested by providing a broad range of activities. There are effective systems in place for monitoring and evaluating children's progress and the childminder demonstrates her ability to identify and address gaps in their learning. She completes individual learning records for children and shares these with parents. As a result, children make good progress in their learning and development.

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provision

The childminder has completed an informative focused improvement plan, which clearly outlines her strengths and identifies areas for development. She has identified changes she has made to the learning environment, which have benefited children's learning experiences. She has also identified a number of training courses and workshops she would like to attend to add to her skills and secure her knowledge. All of this clearly demonstrates how she is intending to maintain continuous improvement. The childminder has a secure knowledge and understanding of liaising with parents to build relationships. She communicates effectively about children's progress in the setting with parents, through daily chats, text messages and emails. Written comments from parents' are positive about the childminder; they are extremely pleased with the care their children receive, feel she is very well organised and a fantastic, reliable childminder. The

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provision

childminder is fully aware of the importance of liaising with other professionals to ensure continuity for children between settings. She has good links with the local nursery and school, where she collects children and she works closely with them. She has a clear understanding and working knowledge of the importance of working in partnership with external agencies to ensure appropriate interventions for children who may need additional support.

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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 EY362333 Local authority Solihull Inspection number 821050 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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