Childminder in Solihull

Inspection date

Previous inspection date 02/12/2014 11/05/2009

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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 are provided with a wide variety of age-appropriate toys and equipment which promote their learning though play. These are thoughtfully arranged to promote their independent access and freedom of choice.  Children play and learn in a safe and secure environment because the childminder successfully identifies and minimises potential risks, and has a good knowledge of child protection issues.  Children are happy and at ease in the childminder's care. This is because she is caring and responds appropriately to their individual needs.

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It is not yet good because

 The childminder lacks a good understanding of some of the legal requirements that she must meet. As a result, she has not completed the progress check for children between the ages of two and three years, and has failed to notify Ofsted of changes to her provision.  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 rigorous self-evaluation to monitor the quality of the 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 premises that are used for childminding purposes.

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Inspection activities

 The inspector viewed a selection of documentation, including evidence to confirm the suitability of all adults living and working on the premises.  The inspector conducted a joint observation with the childminder.  The inspector took into account the views of parents.

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Information about the setting

The childminder has been registered since 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works from her co- childminder's home in Solihull. The ground floor of the premises is used for childminding purposes. There is an enclosed garden available for outdoor play. The childminder takes to, and collects from local schools and pre-school settings. She operates Monday to Friday from 7.30am until 5.30pm, except for family holidays. There are currently three children on roll who are in the early years age group. The childminder has a recognised early years qualification at level 4. 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 works from the home of her co-childminder, who is the main carer for the children. Generally, the childminder only minds one day a week and sees her role as supporting the practice of her co-childminder. They both observe children, and routinely discuss what they see and hear to help plan children's experiences and review the learning environment. However, the childminder does not have a good understanding of the learning and development requirements of the Early Years Foundation Stage. As a result, some of her practice and procedures require improvement. For instance, the childminder does not ensure that legal requirements in relation to completing and sharing the progress check for children between the ages of two and three years are met. Also, the childminder does not fully engage parents in sharing information about their children's learning and achievements at home. Consequently, parents and other professionals are not fully

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who attend

informed about children's development, and precise information is not available to assess children's progress accurately and plan their experiences effectively.

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who attend

Children are motivated to learn because the childminder is supportive of their efforts and regularly praises their achievements. She allows children's play to flow freely and provides them with plenty of opportunities to think, explore and discover. A wealth of toys and equipment is stored in ways that children can easily reach and this encourages, children to make lots independent choices about their play and learning. They select puzzles, games and books, and some of the younger children particularly enjoy imaginative play. The childminder does not interfere unnecessarily in children's play, but remains nearby should they want her to join in, or require some support or reassurance. She successfully models play and encourages children to cooperate with each other. For example, the childminder started to complete a jigsaw puzzle, and a couple of the younger children came over to watch. The childminder engaged their interest by talking about the colours of the cars on

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who attend

the various pieces and inviting them to have a go. Before long, the childminder and the two children were working together to complete the picture. They talked about what they were doing and used trial and error to join the pieces. Consequently, children develop their vocabulary, begin to solve problems and learn to play successfully alongside others.

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who attend

Children successfully gain many of the skills they need for school and future life. The childminder provides them with easy access to jigsaw puzzles, construction toys and a range of battery-operated toys. These resources inspire children to solve problems, and increase their knowledge and awareness of technology, texture, shape, space and pattern. Children learn to add and take away as they join in with number rhymes, and they pick up mathematical language in the normal course of day-to-day talk. The childminder effectively communicates with children at their level. For example, while talking to two- year-old children the childminder keeps her vocabulary clear and simple. She shows children how to pronounce words and appropriately responds to what they have to say. Children enjoy looking at books with the childminder and she encourages them to look at the pictures and talk about what they see. Consequently, children learn to listen, and gain

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who attend

increased confidence and communication skills.

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

Children settle well and have a strong sense of belonging. They are familiar with the daily routine and where resources are stored. Furthermore, they make lots of independent choices about their play and learning. The childminder encourages and supports them effectively, and she and her colleagues ensure that the learning environment is safe, clean, child-friendly and inviting. Effective settling-in arrangements mean that children new to her care quickly adjust to changes in their environment and routines. The childminder gathers important information from parents before their children are left for the first time. For instance, she finds out what children enjoy, like to eat and whether they need a sleep during the day. She also discusses and records their health needs and any dietary requirements. Consequently, she is effectively informed to provide children with consistent and appropriate care.

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

On the whole children behave very well. They are starting to form friendships with their peers and are learning to manage their feelings and behaviour. Consistent and developmentally-appropriate strategies are used by everyone working in the setting to manage children's behaviour. As a result, children know what is expected of them and how adults will react to any incidents of unwanted behaviour. The childminder models kindness, good manners and consideration for others, and promptly praises children's good behaviour, efforts and achievements. As a result, children develop good self-esteem and learn to behave in ways that are safe for themselves and others. Children develop appropriate respect and understanding of the wider world through everyday discussions and participating in planned activities inspired by a variety of religious and cultural festivals. In addition, they enjoy easy access to a wide range of resources that show

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

positive images of diversity and help them to learn about differences and similarities in people.

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

Children's health and safety are promoted well. They receive healthy and nutritious meals and snacks, and drinks are easily accessible. Children follow good hygiene routines and show personal care skills that reflect their age and stage of development. They learn to protect themselves through planned and spontaneous activities, and everyday discussions. The childminder teaches children about road safety during outings and involves them in regular evacuation drills. She ensures that all toys are maintained in a safe and clean condition, and carefully assesses and minimises potential risks. Children go on outings to local parks and regularly play outside in the garden. Consequently, they access a wide variety of physical play equipment and an array of outdoor experiences. They learn to move in different ways and experience the changes that happen in their bodies when they exercise. Also, they develop confidence and an awareness of safety as they take

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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 address and of all changes to her co-childminder's 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 her co-childminder's home have been suitably checked, and on the whole, documentation is maintained well. The childminder's safeguarding policy reflects Local Safeguarding Children Board guidance and clearly outlines her role and responsibilities in protecting children. The childminder has received safeguarding training and is alert to the signs and symptoms of possible abuse. Furthermore, she knows the correct procedures to

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provision

follow in the event of any child protection concerns. Consequently, children's welfare in the event of a child protection concern is assured.

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provision

The childminder is aware of some of her strengths and weaknesses and demonstrates a satisfactory capacity for improvement. She considers her experience as a childcare practitioner as her key strength, and describes how she often shares activity ideas with her co-childminder. She is well qualified and trained, and has suitably addressed recommendations raised at her last inspection. For example, the childminder has improved the way that resources are used to promote positive attitudes to diversity. Also, she reflects more on children's interests and needs when planning the next steps in their learning. The childminder explains how she and her co-childminder regularly review the quality of experiences provided for children. They consider what went well and what could be improved and they monitor children's progress. Furthermore, the childminder welcomes support from the local authority. However, rigorous strategies are not in place to ensure

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provision

that legal requirements are met and to effectively identify strengths and priorities for improvement.

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provision

The childminder successfully fosters good working relationships with parents. She is friendly in her approach and ensures that children and their families feel welcome and valued. The childminder is aware of the importance of liaising with parents and other professionals to support children's welfare and learning. Some of the older children attend a local school and information about children's welfare and some activities is regularly exchanged between the childminder and school staff. They talk to each other when the childminder drops off or collects children, and the childminder reads the school newsletters and asks children about their experiences. However, communication between the childminder, parents and other professionals mainly focuses on children's welfare, and less is shared about their progress and achievements. Consequently, all adults involved in children's care and education do not always have precise information to assess children's

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provision

progress and to plan effectively for their future learning.

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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 EY319788 Local authority Solihull Inspection number 856910 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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