Childminder in Solihull

Inspection date

Previous inspection date 02/12/2014 28/01/2009

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 Children play in a welcoming and safe environment where they are happy and settled. They move around the childminder's home with confidence, and enjoy easy access to a wide range of resources and experiences.  The childminder effectively encourages children's positive behaviour and promotes an atmosphere of care, consideration and respect. Consequently, children are happy and relaxed, and they are forming positive relationships with adults and their peers.  Children's health is effectively promoted. The childminder successfully follows and teaches good hygiene routines, and children receive plenty of opportunities to experience physical exercise and fresh air.

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It is not yet good because

 The childminder does not have a good knowledge and understanding of legal requirements. As a result, she has not notified Ofsted of all changes to her provision or completed the progress check for children between the ages to two and three years.  The childminder does not consistently encourage parents to share information about their child's learning and development at home. Consequently, the childminder does not have comprehensive information to help her plan children's experiences effectively.  The childminder does not use thorough and accurate self-evaluation to monitor the quality of her provision, and to bring about positive changes for the children that attend.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed the childminder and her co-childminder engage in a range of indoor learning activities, play and daily care routines with the children.

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Inspection activities

 The inspector held conversations with the children, the childminder and her co- childminder.

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Inspection activities

 The inspector had a tour of the parts of the childminder's home used for childminding purposes.

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Inspection activities

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

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Information about the setting

The childminder has been registered since 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her three adult children in Solihull, West Midlands. The childminder works with an assistant and another registered childminder. The whole of the ground floor of the childminder's home is used for childminding purposes. There is an enclosed garden available for outside play. The childminder takes children to, and collects them from local schools and pre-school settings. She operates Monday to Friday from 7.30am until 6pm, except for family holidays. There are currently three children on roll who are in the early years age range. The childminder has an early years qualification at level 4 and a management qualification at level 5. The childminder receives support from the local authority.

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must:

 provide the parents and/or carers of children aged between two and three with a short written summary of their children's development in the prime areas of learning and encourage them to share this with other relevant professionals.

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

 develop ways that invite parents to share more of what they know about their children's learning and achievements, so that children's learning experiences are even better matched to their needs, interests and abilities

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

 improve the use of self-evaluation to accurately identify strengths and priorities for improvement, in order to raise the quality and effectiveness of the childminding provision.

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who attend

The childminder's knowledge of the learning and development requirements of the Early Years Foundation Stage requires improvement. The childminder regularly observes children as they play, and confidently talks about their individual needs, interests and personalities. She records some of the information she observes and maintains regular verbal communication with children's parents. However, the childminder does not gather precise information from parents in respect of what they know about their children's interests and progress. Furthermore, she has yet to complete the progress check for children between the ages of two and three years. Consequently, the childminder does not have comprehensive information to support good partnership-working arrangements with parents and other professionals, and to effectively assess children's progress and plan their experiences.

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who attend

Children have lots of fun, make steady progress and gain many of the skills they need for school and future life. They laugh and smile as they play, and eagerly participate in the many experiences readily available to them. Children use lots of language and expression in their play, and the childminder fosters their communication and language skills very well. She listens, models language and comments on what she sees children doing and hears them saying. The childminder takes care to ensure that her communication is pitched at the right level for children, and uses short sentences and gestures to aid their understanding. Books and stories are regularly used to enhance children's language and all-round learning. Children enjoy looking at books independently and with adults. They frequently select books for the childminder to read, and eagerly listen as she reads the words with expression. The childminder encourages children to look at the pictures in the

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who attend

books and to talk about what they see. Three-year-old children predict what might happen next in the story and are starting to show an interest in words. Consequently, children learn that print carries meaning, develop an interest in books and reading, and develop observational skills. The childminder also encourages children to sing nursery rhymes, number rhymes and songs. As a result, they get to hear the rhyme and rhythm that occurs in spoken language and develop counting skills.

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who attend

Young children show a very strong sense of imagination. They create imaginary scenes in their heads and then act them out using the many resources available, for example, dolls, cars and play figures. The childminder provides a variety of materials that inspire children to explore and investigate, for example, paint, dough, writing materials and a range of musical instruments. Children of all ages enjoy modelling and shaping dough using their hands and a range of tools. The childminder sits close by and alerts them to the colours they are using and the shapes they are making. Consequently, children gain strength in their muscles, and develop vocabulary and mathematical knowledge. Children are inquisitive, keen to learn and show a strong sense of curiosity. For example, they frequently play with battery-operated toys and are fascinated by the various buttons, knobs, lights and sounds associated with these toys. Children use trial and error to get the

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who attend

toys to react in different ways and they understand how to turn them on and off. As a result, children learn to solve problems and develop an awareness of technology and how it is used.

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

Children are looked after well in the welcoming and homely environment created and maintained by the childminder. They have plenty of space to play and rest, and a wealth of good-quality toys is easily accessible to them. The emotional needs of children new to the childminder's care are successfully supported. Effective settling-in procedures help them adjust to change gradually and sensitively. Parents are invited to bring their children for short sessions before they actually start, so they can become familiar with the environment, people and routines. Parents are introduced to the childminder's assistant and her co-childminder, and information is gathered about children's home routines, health needs and any comforters used. Furthermore, the childminder discusses her policies and procedures with parents, and explains her daily routines and what she expects from them. As a result, good relationships are formed, parents are reassured and

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

children experience consistency of care.

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

Children feel safe and secure, because the childminder is receptive to when they need help or reassurance, and she teaches them to behave safely and manage risks. For instance the childminder teaches road safety during outings, and reminds children not to climb on furniture in case they should fall. This is because the childminder is a positive role model and has a very calm and considerate manner. She makes sure that children understand her high expectations for their behaviour, and manages any unacceptable behaviour promptly and appropriately. The childminder is well aware of the need to ensure that children are emotionally prepared for the next stage in their learning. Therefore, she encourages children to share and take turns in their play, and provides lots of experiences to help children gain these skills. For example, the childminder takes children to local community groups and plans activities in her home that encourage

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

children to share resources. As a result, children learn to socialise, communicate and play appropriately with other children.

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

Children's health is effectively promoted. They receive plenty of fresh air and exercise, and receive healthy and nutritious food. Children enjoy playing in the childminder's garden and frequently visit local parks. They learn how exercise affects their bodies as they run, walk, jump and climb, and develop strength in their muscles. Children learn about keeping healthy as the childminder talks about why they need to wash their hands before eating or after using the toilet. Older children show good personal-care skills, and the childminder patiently teaches children to try and do some things for themselves. For instance, she encourages children to try and put on their coats and shoes. The childminder's praise motivates children to have a go, and resources, such as, a plastic step in the cloakroom and low-level coat pegs in the hall make it easier for children to achieve success.

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provision

The childminder does not have a secure knowledge and understanding of her legal responsibilities. Consequently, she is not meeting all requirements of the Early Years Register and her provision requires improvement. The childminder has failed to notify Ofsted of a change to her co-childminder's address and all changes to her household. Also she does not fully understand what is required of her in respect of progress checks for children between the ages of two and three years. Nevertheless, all adults living and working in the childminder's home have been suitably checked, and the childminder demonstrates a good knowledge of safeguarding issues. All adults working in her home have attended safeguarding training, and the childminder confidently describes many of the signs and symptoms of possible abuse. She knows what to do in the event of any child protection concerns, and ensures that Local Safeguarding Children Board guidance and

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provision

procedures are followed. A range of safety precautions are in place and risk assessment is thorough. Visitors are closely supervised and children are only released into the care of authorised individuals. Consequently, there is some good practice, and sound procedures are in place to protect children.

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provision

The childminder has attended a number of courses to improve her knowledge and understanding of childcare-related subjects. Since her last inspection she has achieved a management qualification. The childminder describes how this training has made her more aware of the value of training. Consequently, she ensures that her assistant also attends some training courses to refresh and improve her knowledge and skills. Knowledge gained through training and experience is shared between the childminder, her co-childminder and assistant during everyday discussions and informal meetings. They regularly share ideas and discuss any concerns or training needs. However, the childminder does not robustly monitor and review her provision as a whole. She invites parents' opinions about her service and observes children to see whether they are happy, engaged and making progress. Furthermore, the childminder and her colleagues often discuss what went well

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provision

throughout the day and what could be improved. However, the childminder does not have a good understanding of her provision's strengths and weaknesses. As a result, her ability to identify areas for improvement and bring about positive changes for the children that attend is reduced.

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provision

Some steps are taken by the childminder to build partnerships with parents and any other adults involved in children's care and education. Information about children's welfare is verbally shared with other agencies and childcare professionals, and the childminder understands the need to work alongside others to provide effective and consistent care. However, information about children's progress is not always as effectively shared. Consequently, all adults involved in children's care and education do not always have precise information to assess children's progress and to plan effectively for their future learning. The childminder has forged good relationships with children's parents. She has an open and friendly nature and always gives parents a warm and genuine greeting when they drop off or collect their children. The childminder often offers parents advice on subjects such as toilet training and weaning, and they hold the childminder in high regard.

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provision

For example, parents say that the childminder is 'consistently calm, kind and professional' and 'incredibly supportive'.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 inform Ofsted of the following; the name, date of birth, address and telephone number of any person aged 16 or over working or living on the premises, and the name, date of birth address and telephone number of any person working with the children.(compulsory part of the Childcare Register)  inform Ofsted of the following; the name, date of birth, address and telephone number of any person aged 16 or over working or living on the premises, and the name, date of birth address and telephone number of any person working with the children.(voluntary part of the Childcare Register)

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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 250236 Local authority Solihull Inspection number 871430 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 3

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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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