Childminder in Birmingham

Inspection date

Previous inspection date 14/11/2014 11/02/2010

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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

 Children are very happy and enjoy their time at this welcoming setting where they are motivated and keen to join in the good range of activities and experiences provided. Children's curiosity is nurtured and this helps them make good progress in their learning.  The childminder has a secure knowledge of how children learn through play and places a good focus on children's individual learning needs. She plans a wide range of activities to support children's interests and next steps in learning.  The childminder works well with parents from the outset. This ensures children's individual needs are very closely monitored. Children feel very safe and comfortable with the childminder who establishes warm and affectionate bonds with the children.  The childminder has a good understanding of how to promote the health and safety of children in her care. She has a secure knowledge of child protection procedures and

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It is not yet outstanding because

 Children's access to natural materials and resources to further enhance the use of their senses are not fully embraced.  The childminder has yet to consider the use of props and puppets during story time, to further enhance children's enjoyment and concentration skills.

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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 a tour of the premises during the inspection.  The inspector held discussions with the childminder.

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Inspection activities

 The inspector observed a range of indoor learning activities and children having their lunchtime meal.

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Inspection activities

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

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Inspection activities

 The inspector sampled a range of documentation, including evidence of the suitability of adults living on the premises, children's development records, risk assessments and a selection of policies and procedures.  The inspector took account of the feedback comments from parents.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children on the borders of Moseley and Hall Green in Birmingham. The whole of the ground floor is used for childminding. First floor rooms are not used. There is an enclosed garden available for outdoor play. The family has a dog as a pet. The childminder is able to collect children from local schools and nurseries. There are currently four children on roll, all of whom are in the early years age group. Children attend on various days. The childminder operates all year round, except for bank holidays and family holidays, from 7am to 6pm, Monday to Friday. She holds a recognised qualification at level 3 and 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:

 build on children's learning experiences to provide further opportunities for children to use all their senses through the use of natural materials and resources in their play

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

 enhance children's enjoyment and concentration skills, for example, by considering the use of props and puppets during story time.

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who attend

Children are cared for in a warm welcoming family home where they benefit from their early year's experience. This is because the childminder has a very good knowledge and understanding of how children learn. She responds to children's individual learning needs using her observations to good effect, and this means children make good progress towards the early learning goals. The positive impact of the childminder's quality of teaching and learning means that children are very well prepared for school or the next phase in their learning. Good teaching strategies together with a wide range of well- planned activities help them to reach, and sometimes exceed their expected levels of development. The childminder engages children very effectively in their play and learning, which supports their enjoyment and achievement. She works well with parents from the outset and sees this as integral in helping children settle and support their learning at

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who attend

home. Parents contribute to the initial assessments of children's staring points on entry and they are kept well informed about their children's progress. The childminder provides parents with monthly planning documents, so they can work together to benefit children and support their learning at home. Secure systems for tracking the progress children make ensures that any gaps in learning are quickly identified and planned for. The childminder is knowledgeable about to complete the progress check for children between the ages of two and three years, and explains to parents how they will be involved in this process. This further promotes good partnership working to benefit children.

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who attend

Children's learning and development is successfully supported by the childminder's good awareness of their characteristics, interests and skills. The childminder uses many different ways of helping young children learn. She has good interactions with them during planned activities and child-initiated play and supports their communication and language skills effectively by modelling language, showing and explaining. The childminder successfully plans a daily routine where children know what is going to happen next. This starts with a discussion about what happened yesterday and asking children if they 'remember'. As the childminder reads a story to the children, she asks them questions and it is evident that they know the story well. The story is linked to an ongoing craft activity where children make nests for their baby owls, using a range of craft materials and leaves collected by the children. The childminder introduces counting, shape and size as she

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who attend

reads, talking to the children about the 'big trees' and 'little branches', and they count how many owls they can see. Children learn new vocabulary as they 'swoop' and 'flap' their wings. Children love to sing actions songs and enjoy jumping 'up and down'. The childminder has not considered the use of props and puppets during story time to further enhance their enjoyment and concentration. Babies and younger children are included in all activities and the childminder makes sure they take part at their own level and pace. The childminder gives younger children plenty of time to explore the space and resources available. They particularly enjoy playing with electronic resources and pop-up toys where they can press buttons and turn knobs to make a sound. This helps to foster children's understanding of early technology. The childminder encourages children to look at and talk about what they can see in the range of educational posters displayed. She talks to

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who attend

them about their heads and shoulders and they sing a song together which they all thoroughly enjoy, especially when they do it 'fast'. Children are encouraged to recognise shapes and colours and talk about the fruits they can see, such as, pineapples, peaches and strawberries. During play the childminder provides children plenty of praise and encouragement, celebrating their achievements and telling them 'they are very good at this'; this promotes children's confidence and self-esteem.

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who attend

Children enjoy a range of activities to foster their expressive art and designs skills. They enjoy role play and dressing up, firm favourites include; playing with small world resources, such as, a garage, cars and dolls house. However, the childminder has not considered the use of more natural materials and resources to help children to explore their senses in a different way. Children's physical development is successfully promoted. They enjoy playing in the garden on the slide, use their imagination in the playhouse and refine their skills playing on scooters and throwing and catching balls. Children explore the local environment and benefit from visits to a local country park and nature centre, which supports their understanding of the world and learn about animal habitats. Overall, the childminder successfully fosters young children's learning and development, by strongly focusing learning on the prime areas of learning. This means that children are equipped

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who attend

with the basic skills, which enable them to develop the further knowledge, skills and understanding they need in readiness for school in the future.

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

The childminder's enthusiasm for her role and her very good interactions with the children help them to achieve well. It is evident through their play and interactions that children feel secure, valued and supported in the childminder's care. The childminder knows them well and is sensitive to their individual needs and parents' preferences. She works closely with parents from the outset, and provides parents with good feedback about their child's day and their achievements. Children are very well supported to develop a strong sense of belonging and secure attachments with the childminder. This is because the childminder is kind, has a warm rapport and chats easily to the children during play and daily routines. This helps to successfully promote children's confidence in their surrounding and their emotional well-being.

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

Children feel valued because their achievements are praised and their play choices are encouraged. Children behave well because the childminder helps them to understand what is expected of them. She encourages them to consider others in their play, take turns and share toys. The childminder places a good emphasis on keeping children safe and secure, and takes positive steps to keep children safe on outings. Children's awareness of safety is fostered during play. The childminder provides them with gentle reminders to help them to understand how to keep themselves safe. For example, she helps children to understand about safety by referring to a favourite song and asks the children 'what happened to the monkey who was jumping on the bed?' This helps children to think about their actions and the possible consequences. A strong focus is placed on promoting children's personal, social and emotional development. The environment is welcoming,

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

stimulating and well-resourced, and this enhances young children's curiosity and motivation. A good range of toys and resources are easily accessible to children and they are able to initiate their own play. Children like to make choices and are confident in helping themselves to toys from the open-plan shelves. The childminder provides a wide range of experiences and outings, which supports their all-round development and understanding of a wider society. Children enjoy visits to local playgroups where they have opportunities to play with their peers and meet other adults. This helps to build their confidence and social skills which helps them when they move to new settings.

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

Children's health and welfare is successfully promoted as the childminder plans a well maintained, clean and safe environment. The childminder helps children to develop an understanding of the importance of physical exercise and a healthy diet. Children follow consistent and well-established routines to help them develop independence and manage their own personal care needs. They wash their hands before eating and they have a go at wiping their faces after their lunch time meal. Children's care and well-being is supported by effective record keeping ensuring all required information is available, including agreements with parents regarding children's health and well-being. Currently, parents provide packed lunches for children to meet their needs throughout the day. The childminder has a first aid certificate which means she can meet the needs of children in the event of an accident. Consequently, children's good health and well-being is effectively

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

promoted and they are emotionally prepared for their move to nursery or school.

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provision

The childminder has a comprehensive understanding of her responsibility in meeting all the requirements of the Early Years Foundation Stage. She has created an environment that is very welcoming, safe and stimulating. The childminder fully understands her role in safeguarding and the action to take in the event of a concern about a child in her care, or an allegation made against her. All of the required checks are in place to confirm the suitability of adults in the household. Children benefit from her commitment to keeping the premises safe through ongoing risk assessments and daily checks. The childminder has a wide range of policies and procedures which are implemented effectively and shared with parents. This helps to keep them well-informed about how the provision operates

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provision

The childminder completes relevant courses to update her knowledge and skills, such as, safeguarding training and she fully recognises the positive impact this has on improving children's safety and well-being. The childminder is a reflective practitioner who continually strives to enhance her provision and further promote outcomes for children. Her self-evaluation identifies the settings strengths and areas for development; this includes developing the outdoor play space to benefit children's play and learning experiences. The childminder is keen to undertake further training, such as, a course on behaviour management to enhance and embed her already good skills in this area of practice. The childminder has successfully met the recommendations that were raised at her last inspection. By doing so, she has reviewed the systems in place to maintain good hygiene routines with the children. Furthermore, she has improved the assessment

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provision

procedures by gaining information about children's starting points in their learning. She has strengthened the role of parents in their children's learning and development at home. For example, she provides a good range of information about the learning and development requirements and planning documents. This further supports children's good progress towards the early learning goals.

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provision

Good arrangements are in place to monitor the effectiveness of the educational programmes and this ensures they have sufficient depth, breadth and challenge. The childminder reflects on the effectiveness of her teaching and individual children's learning needs. She monitors children's progress and achievements to make sure all children achieve well. This, together with the good organisation of the environment supports children to try new things for themselves and develop positive attitudes to learning. Partnership arrangements with parents are successful. All children and their parents are welcomed and treated equally. Parents speak very positively about the provision and consider their children to be 'exceptionally well cared for'. They particularly like the loving home environment and are extremely pleased with the progress their children make. There are effective arrangements for sharing information and working in partnership with

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provision

other providers, schools and professionals to identify all children's needs and help them to make 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 EY391516 Local authority Birmingham Inspection number 879123 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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