Oseman Amanda

Inspection date

Previous inspection date 09/01/2015 09/03/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Teaching is outstanding because the childminder has an exceptional knowledge of each child's learning and development needs. She makes excellent use of accurate assessments of their progress to plan further activities that inspire them and incorporate their interests.  The childminder's outstanding knowledge of the learning and development requirements means that children enjoy an excellent range of learning experiences, supporting their rapid progress towards the early learning goals. Children form strong attachments to the childminder and her assistant because they both treat them with kindness and respect.  The childminder and her assistant give children's safety, health and well-being the upmost priority. They have an outstanding knowledge of safeguarding procedures and the welfare requirements of the Early Years Foundation Stage.  The childminder successfully invites and empowers parents to share what they know

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This provision is outstanding

about their children at the point of joining the setting and detailed information is shared on a daily basis. This guarantees that each child's individual needs are met very effectively.

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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 looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications and talked with the childminder and her assistant about their self-evaluation and improvement plans.

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Inspection activities

 The inspector observed the childminder's interactions with children and observed activities in the playroom and lounge.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2002 on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her husband, who also works as her assistant and two children in the Hall Green area of Birmingham. There are local shops, parks and schools within walking distance. The whole of the ground floor of the house is used for childminding. There is an enclosed rear garden available for outdoor play. The childminder is able to take and collect children from local schools and pre-schools. There are currently 10 children on roll, of whom six are within the early years age group. The childminder operates from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Early Years.

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

 extend the educational programme for communication, language and literacy even further, for example, by displaying and using a variety of print more effectively, so that all children, including those who speak English as an additional language, have increased opportunities to see and recognise their home language.

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who attend

Children thoroughly enjoy attending this outstanding childminding setting, which provides them with a vibrant and stimulating environment in which to learn through play. They are highly motivated, secure and enthusiastic, which enables them to make rapid progress in their learning and development. Children have excellent opportunities for developing their curiosity, interests and physical skills each day and they flourish in the childminder's care. The childminder's home is adapted to meet young children's needs and it is comfortable. This provides children with a relaxed but stimulating place for them to explore and learn. The childminder and her assistant encourage children's language development exceptionally well as they talk about what they are all doing throughout activities. For example, the childminder helps to extend a young child's speech and language development by modelling how to put words together to make a sentence.

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who attend

The childminder carefully plans and introduces topics, to link to children's interests and promote an extensive range of activities across all areas of learning. For example, children enjoy looking back at pictures of previous events, such as when the police and ambulance service came for a visit. Children are excited when they see themselves wearing the fire helmet, police hat and holding the fire hose. The childminder is skilled at supporting the children's communication and language skills through her interactions with them. For example, children sing traditional rhymes and use a range of props, such as a mouse and a clock designed from paper plates, to help them to relate to the song. Children's physical development is supported well as they use the garden daily for outdoor play, go for walks and visit the local park. They develop their coordination skills as they thread string through holes in different shaped objects. The childminder extends this activity by

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who attend

introducing colour and shape, so that young children develop an understanding of early mathematics. Children have access to a good range of books and enjoy listening to stories. They have many opportunities to make marks and enjoy drawing and colouring pictures. Consequently, children are well prepared for the next stage in their learning and their future move to school. However, at present, there are fewer examples of print in different languages or signage displayed indoors. There is more to do to make sure that all children, including those who speak English as an additional language, have frequent opportunities to see and recognise their home languages.

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who attend

The childminder is highly effective at observing and assessing children's rapid progress on a regular basis. She makes excellent use of guidance documents to track children's progress, to ensure they make excellent progress in all areas of learning. These formal assessments are carried out for all children, in addition to the progress check for those aged between two and three years. These are used effectively to make sure all those involved with children are aware of their achievements. The childminder shares meticulous information with parents through an extensive range of methods. These include spending time talking to them at the end of the day and regularly sharing photographs, learning- journey books and newsletters. In addition, the childminder sends home a daily detailed record of activities that the children have participated in, what they have learnt and ideas for promoting their next steps in learning. These are particularly effective in keeping

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who attend

parents informed about their children's achievements. Also, a newly introduced electronic system enables parents to share activities children do at home. As a result, there is a highly successful two-way flow of information that allows the childminder to plan to compliment the learning that takes place across both settings.

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

Children benefit from an excellent introduction to the childminder and her family. Children and parents are welcomed into her home and they spend time getting to know each other well. She talks with parents about their children's individual needs, interests and how they would like them to be cared for. The childminder and her assistant provide a highly stimulating environment for the children where they are warmly nurtured. It is evident that children are very secure in their emotional attachments with the childminder and her assistant. They enjoy cuddles, praise and ongoing reassurance. These positive attachments are further enriched by the excellent partnership with parents. Children's behaviour is exemplary and they demonstrate a genuine kindness towards each other. For example, they play well, sharing toys and one child tells the childminder, 'I'm sharing'. Children's personal, social and emotional development is significantly enhanced. This is

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

achieved because the childminder takes all opportunities to positively praise children, regardless of how small their achievement may be. Children's understanding of their own safety is exceptionally well supported. For example, children were able to demonstrate to the inspector how to drop and roll if their clothes caught fire. They know what the fire exit signs mean and where all the emergency escape routes are located.

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

The childminder and her assistant have high expectations of the children. For example, children develop a positive attitude towards taking responsibility as they help with daily tasks, such as preparing for activities or washing up. As a result, children develop strong levels of independence and self-care skills from a young age. These attributes ensure children are ready for their eventual move to pre-school and school. The childminder works closely with parents regarding issues, such as toilet training, to ensure consistency of care for the children. She gathers detailed information regarding children's care needs and routines, as a result they settle well. Children benefit from a nutritious diet as their parents provide their main meals and the childminder provides a range of healthy snacks. The childminder effectively encourages children to drink water and eat healthily to develop important habits for healthy living. Children are carefully helped to develop independence

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

in taking care of their personal needs. For example, they follow the hand-washing poster displayed to help them wash their hands before eating and after using the toilet.

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provision

The childminder and her assistant have a comprehensive awareness of the safeguarding and welfare requirements. They have attended safeguarding training and know the procedures to follow if there are concerns about a child in their care. They are very clear on what to do if an allegation is made about themselves or a member of the household. Also, incidents are extremely well recorded to safeguard children. Safety of children is given a high priority in this setting. Risk assessments are thorough and safety arrangements are rigorous. For example, there is a well-stocked first-aid kit containing a wealth of equipment and child emergency contact details. Also, children wear wrist bands to ensure their safety. In addition, all visitors to the premises have their identification checked and they sign the record book. These robust measures help to ensure children consistently remain safe and secure.

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provision

The childminder ensures a high standard of supervision with her assistant, so that all interactions with children are of a very good quality. They discuss plans and ideas together to decide how they can best meet children's needs and support learning. The childminder understands her responsibility to implement the required educational programmes, ensuring that any barriers to learning are quickly identified and dealt with exceptionally well. To achieve this, she has completed a detailed analysis of the assistant's strengths and areas for development and ensures that he is fully up to speed with training. Together, the childminder and her assistant review and update their policies, procedures and documentation to ensure they are fully in line with changes in regulations. The childminder shows an excellent understanding of the learning and development requirements. The extremely close monitoring of children's progress helps her to

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provision

successfully identify any gaps or differences in children's learning.

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provision

The childminder and her assistant regularly reflect on their practice, discuss how they can improve and their evaluations are well documented. The childminder attends training, carries out research on the internet and reviews other inspection reports to glean good practice ideas that can be implemented. A recommendation for improvement raised at the last inspection around supporting children's learning experiences by enabling them to contribute to their own development profiles, has been successfully addressed. For example, the childminder firstly analysed the benefits of this to children and then purchased a camera for them to take photographs of their experiences and interests, so that these could be used as a record of their achievements. This demonstrates that the childminder and her assistant are always seeking ways to improve their provision to ensure high standards of progress are achieved. The childminder asks parents and

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provision

children to contribute their ideas to ensure that they are part of the self-evaluation process. Parents complete questionnaires and speak highly of the childminder. Comments highlight that they believe they have an exceptional childminder. These include, 'I value how children are treated as part of the family'. 'It is a welcoming environment and my child loves it here'. 'They are warm and accommodating and put all my fears at rest and children are extremely happy'. 'They have been fantastic at difficult times and through milestones, such as potty training'. Strong partnerships ensure that accurate information about the individual children, including transition reports, are shared with the schools and the local nursery. This enables all parties to successfully support all children to achieve.

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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 EY232909 Local authority Birmingham Inspection number 869969 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 6

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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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