Parekh, Mamta

Inspection date

Previous inspection date 13/11/2014 04/04/2014

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early years provision

This inspection: 2 Previous inspection: 4 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 made great improvements to her arrangements for assessing children's progress since her last inspection. She makes effective use of her observations to plan and provide children with enjoyable, interesting and challenging experiences that stretch their thinking and move them forward in their development.  Children benefit from the good quality interactions with the childminder, who supports their language and communication skills well.  Parents are kept particularly well-informed about the progress that their children make and they share activities taking place at home with the childminder to ensure there is consistency for children's learning.  Children are safe and secure in the setting due to the childminder's good knowledge and understanding of safeguarding practices.

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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 materials that can be used in a variety of ways, household objects and natural materials, are not fully encouraged.  Children's sense of belonging is not always maximised through the use of displays of their work.

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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 had discussions with the childminder and children at appropriate times during the inspection.

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Inspection activities

 The inspector observed activities in the childminder's house and viewed areas of the property used for childminding.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector took account of the views of parents, as given in their written feedback to the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, evidence of suitability of household members and a range of other documentation, including the safeguarding procedures.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children in Great Barr, Birmingham. The lounge and first floor front bedroom are used for childminding, together with a first floor bathroom. There is a rear garden for outdoor play. The childminder attends local groups and she visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently seven children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder supports a number of children who speak English as an additional language. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays; she sometimes works with an assistant. The childminder holds a level 3 qualification and is a member of

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Information about the setting

the Professional Association of Childcare and Early Years.

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

 enhance the opportunities for young children to investigate, explore and to extend their sensory development. For example, by the providing resources that can be used in a variety of ways, such as natural materials and household objects

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

 enhance the way children's work is displayed, so that it successfully builds on each child's strong sense of belonging.

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who attend

The childminder uses the Early Years Foundation Stage learning and development requirements well in practice. She creates a welcoming home, where children show familiarity and ease in their environment. They are able to move around and select what they play with. Children enjoy their time in the care of the childminder who welcomes them as part of her family. They are comfortable in the childminder's company and play alongside her, where they benefit from her positive interactions in support of their play experiences. For example, as younger children press buttons to activate a pop-up animal, the childminder encourages the children to turn knobs, press buttons and slide levers to see what happens. The childminder questions them about the sounds the animals make. This enables children to build early associations with sounds and objects. The childminder is skilled at bringing mathematical learning into children's chosen activities. For instance,

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who attend

she counts how many beads they have on the wire bead board and introduces colour and shape. In addition, children measure how much rain has fallen in containers in the garden. Children enjoy regular outdoor play and access a range of wheeled toys and climbing equipment to support their physical development. However, opportunities to enhance younger children's investigation, exploration and 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 has greatly increased her understanding of the areas of learning, as well as the assessment of children's progress. She makes effective use of information, gathered from her ongoing observations and assessments, to plan a good range of activities and play experiences in support of children's current interests and developmental stages. She gains good information from parents through discussion and documentation about each child. Parents also share photographs of their children engaged in activities at home. This enables the childminder to compliment learning taking place in both settings. The childminder has clear systems in place to support her in monitoring the progress of children between the ages of two and three years and she shares this information with parents. Each child has a learning journal containing photographs and examples of their art work.

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who attend

The childminder has clear systems for tracking children's progress. This helps with the identification of any additional support that might be needed so that children have their individual needs met and are able to reach their full potential. The childminder supports children who speak English as an additional language well because she speaks a number of languages. She uses songs and rhymes to support children's language skills and they join in with action rhymes and songs as they sing along. The childminder has good links with other agencies and the local school. She has an awareness of the demands of the children's next stages of learning. She talks to them about their new schools, shows them the school environment and reads stories about a popular dog's first day at school, reducing anxiety for the children.

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

Children benefit from regular outdoor play because they have access to a range of outdoor toys in the garden. The childminder takes children to the park and local attractions to provide additional physical play activities, which provides children with regular opportunities to be active. The childminder provides nutritious meals and snacks of fruit and drinks, to teach children the importance of healthy diets. In addition, she supports parents when young children are moving to solid food. Children learn to wash their hands at appropriate times during the day and younger children have their hands cleaned during nappy changes. Children's welfare and well-being are given good consideration. The childminder provides quiet times during the day to ensure children have time to rest or sleep according to their needs. The childminder offers continual words of encouragement, which enable children to develop good levels of self-esteem and confidence from a young

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

age. The childminder has reviewed how behaviour is managed in the setting and has introduced good strategies, such as reward charts. In addition, she has reviewed routines by ensuring children know what is going to happen next. Children regularly participate in child-based activities away from the home, which enables them to build relationships with others their own age when they attend playgroups.

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

Children are happy and content because of the thorough settling-in arrangements. The gradual introduction at the child's pace and the childminder's caring nature help to build warm and caring relationships from the start. The childminder finds out about children's home routines and any comfort items they need. This helps to ensure children receive consistency of care and settle quickly. As a result, children's emotional development is promoted effectively. The childminder creates an environment where children are able to choose toys to support their independence. The walls in the play area are decorated with some reference materials about healthy food, letters and numbers and a display board contains useful information for parents. However, the achievements of the children themselves are not celebrated because their work is not displayed to boost their self- esteem and sense of belonging. Parents give high praise. They comment that their

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

children are extremely happy, love being around the childminder and always have lots of fun. They are very happy with the care provided and that the environment is safe and secure. Children's safety is given priority because they have regular monthly fire drill practises and help to tidy toys from the floor to prevent anyone falling over. Children know they must wait for the green man to illuminate on the traffic lights before crossing the road, this means they understand how to safeguard themselves.

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provision

The childminder demonstrates a good understanding of her responsibility to ensure that the provision meets the safeguarding and welfare requirements of the Early Years Foundation Stage. She understands the procedures to follow should she identify any concerns about a child's welfare and has recently completed relevant safeguarding training, along with her assistant who she periodically works with. This ensures they both have a clear understanding of their roles and responsibilities. The childminder does not currently use her childminding assistant. However, she has worked with her to make sure that she fully understands all of the policies and procedures for the safe running of her provision. The childminder also has procedures in place to supervise and monitor the assistant, should she employ her in the future. The childminder has undertaken a range of relevant training over time, as part of her continuous professional development. She has

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provision

clearly embedded much good practice from her training into effectively promoting the learning and development of all children and ensuring children are fully safeguarded. The childminder strives for improvement and has processes for evaluating her effectiveness. She knows her strengths and areas for improvement and action plans support her to address actions in a timely manner, in particular, those raised at the last inspection.

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provision

All adults in the household have had their suitability checked and visitors are asked to sign in and out. As a result, children's safety is well promoted. The childminder prioritises children's safety at all times and her home is child friendly and well-organised. She keeps all areas safe and conducts daily risk assessments so that she minimises any potential hazards to children. For example, the kitchen is kept locked and stairgates prevent children from accessing restricted areas of the house. This means that children can move freely and safely throughout the ground floor of her home. Daily opportunities are created for parents to tell the childminder about any learning that has happened at home. This helps the childminder to establish a clearer picture of each child's stage of development. Furthermore, the childminder strengthens opportunities for children's learning to continue at home. For example, when children take a story book or activity sheets home with them,

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provision

parents get involved in adding photographs about their children's experience electronically to share with the childminder. The childminder recognises the importance of forming partnerships with external agencies and working with other professionals to ensure children get the support they need to help them achieve well. She works very closely with other early years providers and this helps support a smooth transition as children move forward in their learning to nursery or school.

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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 EY338002 Local authority Birmingham Inspection number 945348 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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