Ali, Isbah Mubeen

Inspection date

Previous inspection date 12/11/2014 08/02/2010

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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 quality of teaching is good because the childminder has a thorough knowledge about the children in her care and a secure understanding of how children learn. Consequently, children are making good progress in relation to their starting points.  The childminder has a good understanding of her responsibilities with regard to child protection. Her home is safe and effective steps are taken to reduce potential dangers.  The childminder builds warm, close attachments and relationships with children and this gives them a strong sense of security. This is because she spends good quality time supporting them in their activities, and she praises them frequently during the day.  The childminder evaluates her provision effectively, reflecting on what is working well and identifying a clear vision about how she wishes to develop her practice in the future.

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It is not yet outstanding because

 Opportunities to further enhance children's investigation, exploration and sensory development through the use of open-ended materials, household objects and natural materials, are not fully encouraged.  The childminder has not fully developed opportunities for sharing information about children's learning with parents by encouraging them to contribute their own observations, so that they work together even more effectively to meet children's needs.

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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 interaction between the minded children and the childminder.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the day.

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Inspection activities

 The inspector sampled the children's records, observations and assessments made of children's learning and children's learning journals.

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Inspection activities

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

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Inspection activities

 The inspector looked at documents, such as, policies and procedures, accident and medication records and risk assessments.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child in a residential area in Solihull. There are shops and schools within easy walking distance. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play. There are currently two children attending who are within the early years age group, who attend on a part-time basis. The childminder operates from 7.30am to 5.30pm, Monday to Friday, all year round with the exception of bank holiday 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:

 enhance the provision of open-ended resources, natural materials and household objects for young children to investigate, explore, and extend their sensory development

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

 extend the ways in which parents can contribute to the assessment process, in order to work together even more effectively to meet children's needs.

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who attend

The childminder implements the Early Years Foundation Stage learning and development requirements very well in practice. She knows that children learn through play experiences and therefore, she plans a range of stimulating activities and takes children to local groups and interesting places, which means she covers the educational programme well. The childminder has a very good understanding of how to track children's progress, to ensure that they are developing as they should, in line with their age and stage of development. She uses effective observations, and notes what children know, understand and can do, to plan the next steps in their learning successfully. She knows what to focus on with individual children, for example, supporting babies in their speech, language and physical development. She repeats words and phrases, and constantly narrates to children, providing explanation and questions to children as they play to support their language.

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who attend

The childminder models language well, so young children hear the correct pronunciation. She repeats what they say and adds new words. She constantly interacts with them in all that they do. This constant narrative helps to support children's early communication and language skills very well. They sing songs, rhymes and join in actions songs, such as Wind the bobbin up and The wheels on the bus. This also supports their continued physical development in readiness for their future learning. Young children play with a range of toys and activity centres that make sounds and movement when buttons are pressed. They smile when they hear the sounds of the train engine moving around, and when they turn knobs to make animals pop up. Children's creativity is supported well as they engage in a range of art and craft activities, making collages of poppies for Remembrance Day. However, opportunities to enhance younger children's investigation, exploration and

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who attend

sensory development through the provision of open-ended materials, household objects and natural materials are not fully encouraged to further extend their imagination and learning.

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who attend

The childminder uses good systems to track children's progress, which helps her to identify any possible gaps in their development. This helps her to target support and plan specific activities where needed. The childminder maintains lovely learning journals, diaries, photographs and observation records of the children. She shares these with parents and regularly discusses their children's progress. She has also completed the progress check for children between the ages of two and three years. She encourages the parents to be involved in their children's learning. For example, she offers information and support for ideas which the parents can try at home, such as giving them words to new nursery rhymes children are learning. This generally ensures that the engagement with parents helps children to make good progress. However, opportunities for parents to share information about children's learning at home and to contribute to assessments and

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who attend

observations are not fully maximised, so that they work together even more effectively to meet children's needs. Children attend drop-in and toddler groups, so they begin to learn to socialise with larger groups of children and adults. This helps children to become more confident in readiness for any future moves and the next stage in their lives, such as attending school or nursery.

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

The childminder's good partnerships with parents mean that they regularly exchange relevant information about the children verbally. In addition, they use daily diaries. The childminder supports children and parents from the outset, and gathers information about children's likes and dislikes, care needs and background. For example, children settle gradually, visiting the childminder with their parents to develop relationships. This enables her to work closely with children and their families to meet, value and nurture children's individual needs. Parents give positive praise about the care offered to their children. They comment that their children, 'have come on in leaps and bounds' and that 'children run to the house every day with enthusiasm' and always greets parents 'with a smile at the end of the day, showing they are happy.' The childminder, therefore, has a good understanding of each child's needs and so offers them consistent care and appropriate

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

support. The childminder organises her home well so that she offers children a stimulating environment and accessible resources. For example, children help themselves to additional toys stored at their level to support their independence.

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

The childminder is sensitive to the needs of both children and their parents. She works with parents so that she understands children's normal routines and preferences, incorporating these into the daily planning until new children are settled. For example, she makes sure that babies have time to sleep undisturbed during the day. The childminder's thoughtful procedures and her care in getting to know each child mean that new children settle well and quickly build secure relationships with her. Children enjoy when she plays with them and naturally turn to her for comfort when they are tired or uncertain about new adults. Children's emotional well-being is also fully supported. They have lovely relationships with the childminder, which are natural and spontaneous. Children receive warm cuddles and reassurance and the childminder provides lots of eye contact and interaction, which demonstrates that she has a genuine interest in them. Good behaviour

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

is promoted through plenty of positive praise and a calm approach. The childminder is a good role model and provides consistent boundaries. She takes time to provide a clear explanation about the difference between right and wrong and children learn about the rules for being together, using good manners and taking turns.

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

Children's good health is well-promoted. For example, healthy snacks are provided, which highlights the importance of fruit and vegetables in their diet. Parents provide lunch and this ensures that it meets their children' dietary requirements and individual needs. Hygiene routines, such as cleaning their hands before snack time, are in place and well established. During mealtimes, the childminder takes the opportunity to chat to the children about the food they are eating and why certain food is good for them. Children play outside each day in the secure garden, which has a wide range of equipment to support the development of their small and large muscles skills. In addition, they regularly use the local park and attend toddler groups. Children learn about road safety as they take part in walks in the surrounding area. Consequently, children are learning how to keep themselves safe when on outings or playing. Children know they must follow road

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

safety and regularly practise fire drills. These experiences help children gain good social skills and they develop the confidence they will need when moving on to other settings or school in the future.

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provision

The childminder has a good understanding of her roles and responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. As a result, children are kept safe and the activities are planned well to provide children with a good range of activities that covers the areas of learning and development. The childminder holds a current paediatric first-aid certificate, which means she is well equipped to deal with accidents. She has a secure knowledge of how to safeguard children and she knows what to do if concerns arise and is confident to take action and put children first. Information is readily available to parents and they are provided with copies of all policies and adhere to them, which means they effectively work in partnership to promote children's welfare and safety.

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provision

The childminder uses clear systems to monitor and evaluate the educational programmes for the children, using the tracking formats. This ensures that all areas of learning are covered and the children are progressing well in their learning and development. Self- evaluation is effective as the childminder shows commitment and strives to develop her practice. This supports ongoing improvements within the setting and enhances opportunities for children. The childminder has attended training through the local authority and has developed good relationships with other childminders in the local area where good practice is shared. The childminder meets children's needs well because she works closely with parents. The childminder takes time to get to know the families and she keeps parents fully informed about their child's day by means of regular communication. Links with the local school that the childminder drops off and collects from have been

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provision

established and information is shared about the children's day.

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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 EY382535 Local authority Solihull Inspection number 858765 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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