Childminder in BirminghamOfsted inspection, 3 Dec 2014

Inspection date

Previous inspection date 03/12/2014 26/02/2009

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder pays close attention to assessing children's progress and understanding their interests. This enables her to plan activities that interest them and consequently, they are motivated and positive about their play and learning.  Children benefit from the good quality teaching and interactions with the childminder, who supports their language and communication skills well.  Children are settled and display a sense of belonging. They form close attachments with the childminder as a result of her warm, caring approach.  The childminder demonstrates a strong capacity to maintain continuous improvement in order to fully promote best outcomes for children.  Children are kept safe from harm because the childminder takes appropriate action to protect them.

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It is not yet outstanding because

 Children are not consistently well supported to develop further their early reading skills or their interest in the meaning of words.  Arrangements are not always fully in place to liaise with parents about what children are learning at home, so this can be taken into account when planning activities to extend children's good learning even further.

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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 spoke to the children throughout the inspection.

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Inspection activities

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

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Inspection activities

 The inspector had discussions with the childminder regarding children's routines and daily activities.  The inspector looked at a sample of the childminder's policies and procedures.

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Information about the setting

The childminder registered in 1996 and is on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her two adult children in the Aston area of Birmingham. The whole ground floor of the house is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. She attends a local toddler group on a regular basis. There are currently four children on roll, two of whom are within the early years age range. The childminder supports children who speak English as an additional language. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder has a childcare qualification at level 3.

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

 help children develop further their early reading skills and interest in the meaning of words by, for example, providing an environment that is rich in print, labels and signs

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

 support parents more effectively to share information about what children are learning at home, so this can be taken into account when planning activities to extend children's good learning even further.

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who attend

The childminder has a clear understanding of the learning and development requirements and meets these very well in practice. She knows that children learn through good-quality play experiences. Therefore, she plans a range of stimulating activities and interesting outings which cover the areas of learning successfully. She knows the children well and has an accurate understanding of where they are in their development and of what she needs to do to help them reach the next steps in their learning. Children's progress is closely monitored through observations and assessments. These indicate that children are making good progress in all areas of their learning. Consequently, children are well prepared when the time comes to start nursery and school. The childminder obtains purposeful information from parents about what children know, understand and can do when they start with her, using an 'all about me' profile. She uses this information

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who attend

effectively to plan activities that interest children from the start. The childminder assesses the children's progress regularly by observing them while they play. She uses good tracking systems, which help her to identify any possible gaps in children's progress. This helps her to target support and plan specific activities where needed. The childminder maintains learning journals containing photographs, artwork and observation records for the children. She shares these with parents and regularly discusses their children's progress with them. She has also completed the progress checks for children between the ages of two and three years. However, the childminder does not always gather as much information as possible from parents about their ongoing achievements at home so that she can use this in her planning for their next steps.

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who attend

Children thoroughly enjoy their time in the care of the childminder, who treats them as part of the family. Children show familiarity around all areas of her home, demonstrating that they are settled and at ease. They enjoy the childminder's company and play alongside her, when they benefit from her positive interactions to support their play experiences. The childminder fosters children's communication skills efficiently. She uses questioning and encouragement to extend children's language development. Children communicate continually and effectively with the childminder and each other. The childminder promotes children's enjoyment of books imaginatively as she reads their chosen stories to them while they sit comfortably together on the sofa. When exploring books alone, children show a keen interest and have the skills to turn the pages correctly. As a result, children learn that books bring pleasure and are exciting to read. However,

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who attend

the childminder does not consistently help children to develop further their early reading skills and interest in the meaning of words. This is because, for example, there are few examples of print, labels or sign within the environment for children to refer to as they play. The childminder promotes children's physical skills on a daily basis, both indoors and outside. Children complete peg puzzles, use tools, such as brushes, and have regular use of large play equipment at the parks and groups they attend, where they learn to climb, balance and run around. Children enjoy involving themselves in creative activities. For example, they decorate Christmas trees using a wide range of colourful and textured materials.

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

Children are warmly welcomed into this nurturing and caring family home. They settle well in the childminder's care and show through their play and interactions with her that they feel secure and very comfortable in her care. The childminder is very attentive to children's individual needs and gives them plenty of time and space to play at their own pace. She works closely with parents and provides a flexible service, placing a good focus on settling-in procedures to support a smooth move into her care. Good behaviour is promoted through plenty of positive praise and a calm approach. The childminder is a good role model and provides clear and consistent boundaries. She takes time to provide a clear explanation about the difference between right and wrong, and children learn about the rules for being together, using good manners and taking turns. The childminder effectively supports children in leading healthy lifestyles. She provides first-hand

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

experiences for children to learn about various health-related topics. For example, children taste a variety of food from the Caribbean.

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

The childminder offers them a range of healthy meals and snacks and has healthy eating posters in the playroom, which she discusses with the children. Older children create pictures on paper plates of healthy and unhealthy food to display on the noticeboard. The childminder implements secure and effective measures to promote children's ongoing safety in both the indoor and outdoor environment, as well as outings. Risk assessments are thorough and clearly identify hazards and any action taken to minimise these. Children develop an awareness of their own safety through practical and play activities. They take part in emergency evacuation drills on a regular basis and know when they hear the smoke alarm that they must go to the door.

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

The childminder has a good understanding of how to promote and understanding of and respect for diversity and provides an inclusive environment for all children in her care. She has a good range of resources, which reflect positive images of people's differences. Children take part in outings within the local community, which enables them to socialise and experience the diverse world in which they live. The childminder is proactive in engaging with staff at local pre-schools and schools in preparation for children's transfer to these. She prepares children for their new adventures through discussion, stories and role play to help alleviate any anxieties they may have.

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provision

Good priority is given to safeguarding children because the childminder has a good understanding of her role and responsibilities in protecting children from possible harm and neglect. This is combined with a clear written policy and procedure to follow if she ever has a concern. For example, she is aware of the signs and symptoms that would cause concern, and knows what action to take to protect children in her care. Her policy is shared with parents and the contact details of the safeguarding team are displayed on the notice board. She has attended safeguarding training to ensure that her knowledge is kept up to date. All adults in the household have had their suitability checked. As a result, children's safety is well promoted.

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provision

The childminder monitors the educational programmes well. She maintains a good knowledge and understanding of each child and where they are in their development. This enables her to identify any gaps in their learning and to put appropriate intervention in place where necessary. Consequently, children make consistently good progress and enjoy the wide variety of stimulating activities and experiences provided for them. The childminder places a high priority on her own professional development, in order to continue to improve the quality of the provision, and outcomes for children. She regularly completes training, ensuring that her knowledge, including her paediatric first aid, is kept up to date.

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provision

The childminder is committed to improving her practice. She gathers the children's and parents' views regularly to help her with this, by asking them to complete a 'have your say' card. Through this careful evaluation, the childminder identifies areas for development. For example, she recognised that her large furniture restricted the space children have to play and so purchased smaller furniture, providing additional play space.

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provision

Partnerships with parents are generally strong and long standing. The childminder works cooperatively with them to meet children's care needs and to ensure that they are involved in their children's learning. However, she does not consistently support parents to share all that they know about their child's achievements at home. The childminder also has effective links with the local school and, when appropriate, with other outside agencies, such as health and social services professionals. This supports continuity for children through a shared approach to their care and learning. In addition, she regularly meets up with other childminders at the local group, where she also receives support. She has good links with the local authority. These positive links all contribute to the childminder's strong ability to meet children's individual needs and to effectively promote their 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 228652 Local authority Birmingham Inspection number 866401 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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