Childminder in SolihullOfsted inspection, 13 Nov 2014

Inspection date

Previous inspection date 13/11/2014 02/10/2008

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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

 Children are happy, fully engaged and enjoy their time with the childminder because she plans and promotes a wide range of activities. She also actively takes part in children's games, while steering and supporting their learning to ensure they make good progress.  The childminder is well qualified and has a secure and up-to-date knowledge of relevant policies and procedures to protect children from harm and promote their safety.  Children develop warm relationships with the childminder because she is approachable, kind and fun.  Partnerships with parents ensures that they are fully involved in children's learning because the childminder shares activity ideas and includes their opinions in her assessment procedures. This approach supports children's continued learning at home.

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It is not yet outstanding because

 The childminder does not always make the best use of resources during play to support children further to use, move and combine objects in various ways, in order to enhance children's critical thinking skills.  Children's good exploration and use of media and materials is not fully maximised during adult-led creative activities. The childminder does not always make the most of opportunities to support children to explore and learn about colours.

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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 toured the premises and observed activities indoors and outside.  The inspector held discussions with the childminder.  The inspector checked evidence of suitability of all adults living on the premises.

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Inspection activities

 The inspector looked at and discussed with the childminder a range of policies, procedures, and records, including the childminder's self-evaluation form.  The inspector took account of parents' views from their written comments.  The inspector took account of children's views through discussion.

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Information about the setting

The childminder was registered in 2005. She lives with her mother, who is also her co- childminder, and father in a house in Coventry. Most of the ground floor of the childminder's house is used for childminding and there is an enclosed garden for outside play. The family has a pet dog. The childminder is able to take and collect children from local schools and pre-schools and she works with another registered childminder. There are currently 17 children on roll, of these five are within the early years age range. Children attend for a variety of sessions from 8am until 6pm. The childminder operates four days a week, all year around, except for bank holidays and family holidays. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language. She is a

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Information about the setting

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:

 promote children's critical thinking skills further by supporting them to make the best use of different resources that they can combine, move and use in a variety of ways during their play

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

 maximise the opportunities during adult-led creative activities for children to enhance their good exploration and use of media and materials, for example, by supporting them further to explore and learn about colours.

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who attend

The childminder has a very good understanding of how young children learn. As a result, she is able to support children's learning and development well so that they make good progress. The childminder conducts regular routine observations of activities and play. She also completes regular assessments of children's current learning and developmental stages. The childminder uses this collective information precisely to inform the weekly planning for each child in her care. The childminder provides a range of learning experiences for children that are fun and exciting to actively promote their good progress across all areas of learning. As a result, children are highly engaged and self-motivated to learn as they enjoy their time with the childminder. Therefore, children are readily acquiring the skills, attitudes and dispositions they will need to be ready for school. The childminder is very knowledgeable and gets to know the children very well. Subsequently,

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who attend

she can accurately identify each individual child's next steps in their learning in order to promote these throughout the session. The childminder engages parents in a two-way- flow of information by regularly sharing children's learning journals and assessment summaries. She welcomes their views and comments and makes effective use of parents' knowledge to help inform future activities. Consequently, this supports children's continued learning between the setting and home.

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who attend

The quality of teaching is good because the childminder actively takes part in children's games to gently steer and support them to ensure they make good progress. There is a well-established mix of both child-initiated and adult-led activities and play. For example, children enjoy an adult-led painting activity using coloured paints and templates to create pictures. As a result, children are highly engaged and enjoy the different aspects of the creative activity as they are supported to recall prior learning, express their ideas and expertly manipulate tools to achieve the desired effect. Therefore, building on their good communication and physical skills. However, children's good exploration and use of media and materials is not fully maximised during such activities. This is because the childminder does not always use the opportunity to support children to explore and learn about colours. Nevertheless, planned biscuit decorating activities do provide children with further

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who attend

opportunities to build on and increase these good creative skills. Children select and use resources with help as they initiate plenty of activities. They engage in using and playing with construction bricks, number cards and role playing in the toy kitchen. The childminder offers support when needed and takes the opportunity to extend their imaginative, mathematical and communication skills. Furthermore, the childminder guides their learning by encouraging them to explore technology with skilful adult support, to enhance their learning. For example, the childminder takes the opportunity to initiate tablet computer play. She uses the experience for children to operate simple equipment, listen, take turns and learn about letters and sounds. As a result, children enjoy a variety of activities that promote all aspects of their development and prepare them well for the next stage of their learning. However, there are times when the childminder does not always make the best

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who attend

use of all resources during play to better support children's critical thinking skills. There is scope to support children further to use, move and combine objects in various ways to enhance and extend their thinking.

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who attend

Support for children with special educational needs and/or disabilities and children who speak English as an additional language is a strength of the setting. The childminder uses her observations and assessments quickly and effectively to identify any areas of delay. This includes using the progress check for children between the ages of two and three years. She seeks support for any children that she identifies may need it, by sharing this information with their parents and referring them to professionals. The childminder also uses her own knowledge to work out how she can support particular needs within her setting. She shares this knowledge with parents and suggests activity ideas. As a result, children with identified needs make good progress in relation to their starting points, and any gaps in their learning close quickly.

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

The environment is clean, secure and welcoming. As a result, children are developing a sense of good self-esteem. Resources are well-placed and appropriately suited to the ages of the children attending. The childminder takes care to ensure all resources are matched to children's different needs. Therefore, children's independence and proactive learning is encouraged. Children behave well and have a clear understanding of the type of behaviour expected of them. This is because the childminder positively reinforces good behaviour during activities using individualised reward strategies and makes use of lots of encouragement and praise. Consequently, children respond to her promptly when asked to do something like, for example, walk in the house, share objects or put their toys away. Therefore, children develop the emotional skills needed to adapt to the changes ahead, such as school, as they acquire, social skills, confidence and independence.

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

The childminder develops warm relationships with children and their parents because she is approachable, kind and fun. This supports and helps children to feel safe in her care. Parents' comments demonstrate that they feel she is supporting their children well and they have become well settled in her care. The childminder tailors the settling-in procedures according to each child's different needs. She ensures they can attend with their parents and have trial sessions before being left alone in her care. The childminder also takes the time to get to know the children and their families. She makes use of her registration documents to find out all about them before they begin. This is because she fully understands the importance of children feeling happy and relaxed within the environment, before they feel able to fully explore. This approach fully support's children's emotional well-being.

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

The childminder promotes good health practices and good hygiene routines as she actively teaches children to manage their own self-care needs when appropriate. For example, children express when need to go to the toilet, blow their noses or wash their hands and the childminder supports them to manage these needs for themselves. The childminder makes use of the garden and wider environment in her daily routine so children have access to plenty of fresh air and physical activities. Healthy food choices are offered to children during meal times. The childminder uses trips to the local shops as an opportunity to explore healthy eating. She discusses with the children foods that are good for them and encourages them to make their own healthy choices. Therefore, children's understanding of keeping themselves healthy is well promoted. The childminder holds an appropriate first-aid qualification. Therefore, she is well placed to ensure any minor

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

accidents or injuries are treated appropriately. There are clear procedures in place, discussed with parents, to meet children's medical and dietary requirements. These procedures and good practices help to ensure children's good health and well-being at all times. Children are frequently reminded about safety, in the home and when out and about on walks or trips. Furthermore, children are well supported to take supervised risks in their play. For example, they carefully use larger play equipment at the local park or adventure playground and help, participate fully in cooking activities and cutting up their own fruit at snack time. These activities teach children about keeping themselves safe.

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provision

Safeguarding arrangements are effective and the childminder places a good emphasis on ensuring children in her care are safe and well protected from harm. She understands her role in protecting children and is fully aware of how to follow correct safeguarding procedures, should she have a concern about a child. She also knows what to do in the event of an allegation being made against herself. Written risk assessments are consistently implemented that cover all areas where she cares for children. The childminder undertakes daily checks of the environment and ensures her risk assessments are reviewed regularly. This helps to make sure that children are cared for in a safe environment. The childminder ensures well-placed policies and procedures are known to parents and are implemented effectively. Consequently, children's well-being and safety are well promoted.

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provision

The childminder monitors the educational programmes well. She ensures all children are making progress by recording her observations and subsequent assessments of children onto a highlighted tracking sheet. She makes use of supporting documentation to support her assessments. This tracking system enables her to clearly see if progress is being made and any areas where there might be delay. She is well qualified with a relevant early years qualification at level 3 and regularly reviews her educational programmes and activities that she provides closely with her co-childminder. This proactive approach helps to make sure that children benefit from continually improving provision.

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provision

Self-evaluation arrangements are in place and thoroughly embedded. The childminder has welcomed advice and support from her local improvement advisor and from her co- childminder to evaluate practice and share ideas. She reviews her self-evaluation annually, which has ensured any previous recommendations from inspection have been fully addressed. She ensures that she takes account of the opinions of children and parents by using verbal feedback and written feedback in children's learning journals. The childminder identifies clear areas for improvement, which she prioritises and addresses effectively. Partnerships with parents are also a strength of the setting. Feedback from parents is all positive as they comment that they feel their children really benefit from attending the setting. Partnerships with some professionals, such as special educational needs coordinators, her co-childminder, local nurseries and local schools help promote continuity

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provision

in children's learning. Therefore, these partnerships definitely contribute to children's good progress.

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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 EY303434 Local authority Solihull Inspection number 873042 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 17

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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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