Childminder in Birmingham

Inspection date

Previous inspection date 08/01/2015 12/01/2011

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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 plans exciting activities for children across all the areas of learning so that they make very good progress.  Teaching is very good and the childminder plans effectively for individual children. This is as a result of her evaluative observations and information obtained from parents.  The childminder has an excellent understanding of safeguarding and child protection and uses this to make sure that children are safe.  Children's behaviour and manners are very good and they are very happy and settled in the caring, homely environment.  There is effective monitoring and evaluation of the provision. The childminder identifies where improvements can be made and addresses these so a very good quality of care can be provided for children.  There is very effective partnership working with other local early years providers and with parents. These help to ensure that children's care and learning needs are

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It is not yet outstanding because

 There are further opportunities for the childminder to extend her already good knowledge of how children play and learn in order to enhance this even further. This is with specific regard to targeting children's next steps in her questioning.

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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 children engaged in a range of learning activities, play and daily care routines.

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Inspection activities

 The inspector looked at children's assessment records, planning and a range of other documentation, including evidence of the childminder's suitability and qualifications.

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Inspection activities

 The inspector looked at and discussed the childminder's self-evaluation process and improvement plans.  The inspector spoke to the childminder and children throughout the inspection.  The inspector conducted an evaluation of teaching with the childminder.

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Inspection activities

 The inspector took account of the views of parents, carers and children, including recent letters from parents containing their comments on the provision.

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Information about the setting

The childminder was registered in 2001 and is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a residential area of Birmingham. The childminding provision operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays. The childminder uses the whole of the ground floor and a first floor bathroom for childminding. There is an enclosed garden for outdoor play. The childminder attends local playgroups with children and visits the shops and park on a regular basis. There are currently four children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder supports children with special educational needs and/or disabilities 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:

 enhance the already good knowledge and awareness of children's learning needs in order to plan for children's individual learning styles even more effectively.

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who attend

The childminder uses the information she obtains from parents and her own observations to establish a clear starting point for each child's learning. She records regular observations which she adds to children's progress records. She plans effectively for each child's next steps in learning based on this information. She has a good knowledge of how children learn through play, which means she plans a good balance of adult-led and child- initiated activities based on children's needs, so they have a wide range of experiences. However, there are further opportunities for the childminder to find out more about children's individual learning styles to plan even more effectively for each child. The childminder measures children's progress against their starting points in order to identify any gaps in learning. She encourages parents to share information about children's achievements each day and to contribute to their progress records. They are well

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who attend

informed about children's activities and progress, and children's needs are met through the strong partnership with parents. The childminder provides interesting activities and a wide range of good quality resources, which are easily accessible to children. She has successfully completed progress checks for children aged between two and three years and has shared these with parents.

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who attend

The childminder knows the children very well, which means she challenges them effectively as they play. She uses skilful questioning and other effective ways to encourage children to think about how they can solve problems. For example, she pretends she has forgotten which number comes next, or what number four looks like, so that the children volunteer the correct answers. There is even further scope to extend this to specifically target each child's next steps through more focused questioning and challenges. The childminder weaves challenges into children's activities, such as when she asks them if they can find the orange bit in a jigsaw piece or how they can use a press to extract the play dough. She develops children's language and vocabulary very well and encourages them to question how and why things happen and how they work. She shows them how to use the play dough tools and supports them very effectively in their exploration as they

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who attend

try things out on their own. Children concentrate extremely well and are very engaged in their activities. The childminder prepares children very well for the next stage in their learning and for school. This is because she works closely with parents to support children's next steps in learning and knows what they need to be able to do, so that they are ready for nursery and school. Children's physical development is promoted very effectively, as they use large climbing and balancing equipment in the childminder's garden and at the local parks. She teaches them about nature and the seasons on their many walks around the local area. The childminder supports children with special educational needs and/or disabilities very well, as she works closely with parents and with other professionals when necessary.

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

Children feel very emotionally secure as they form close bonds with the childminder. She provides a very caring, family environment in which children thrive and really enjoy their time with her. Children may take as long as they need to settle in their new surroundings with their parents and to get to know the childminder. The childminder talks to parents in detail about their children's needs and routines before they start so that their needs are fully met. She is very aware of factors which may affect their well-being, for example, if children are unwell or tired. She adapts the daily routines to accommodate each child, as parents share relevant information each day. Children are very happy and confident and enjoy playing with the childminder. She increases children's confidence and good self- esteem, as the childminder praises them frequently for their achievements.

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

The childminder teaches children about the importance of making healthy food choices. She provides them with healthy snacks and ensures that meals provided by parents are well balanced. The childminder encourages them to drink water from their individual bottles throughout the day and to be independent in their self-care routines. She works with parents to support children in their potty and toilet training. This means they receive consistency of care so they quickly learn what to do. This helps them to be prepared well for nursery and school. Children manage risks safely. They learn to use the climbing equipment at the park safely. They are active outdoors each day. This helps them to adopt healthy lifestyles and to understand the importance of this.

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

Behaviour is very good indeed, as the childminder sets clear boundaries and routines for children and teaches them to have good manners. They tidy up well together and are polite to each other. They share and take turns well, as they pass each other tools to use with the play dough and play cooperatively. Children are well prepared emotionally for their moves to nursery or school because the childminder talks to them about what to expect and takes them on walks to see their new settings.

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provision

Effective policies and procedures for safeguarding and child protection are in place to ensure children's welfare and safety. The childminder has a very good understanding of how to keep children safe. She has attended recent training in safeguarding and knows who to contact if she is concerned about a child's welfare. The childminder carries out detailed and comprehensive risk assessments, which cover the premises and outings. This means that children are safe at all times. She teaches children to keep themselves safe by giving reminders about how to hold and use scissors safely or being careful crossing the road. The childminder carries out regular fire drills with the children and keeps accurate records for accidents and the administration of medicines. She supervises children very well and all adults in the house have been vetted to check that they are suitable to be around children.

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provision

There is effective monitoring of the provision, as the childminder reflects on and evaluates the effectiveness of her teaching and planning each week. She is very well motivated and strives for continuous improvement through her attendance at regular training courses and works with other professionals to monitor and improve her provision. This means that children's learning experiences continually improve. She involves parents in her self- evaluation process and invites their comments and suggestions so their needs are met. They are well informed about her policies and procedures. The childminder has close links with other local early years providers and childminders, as they attend several toddler groups together with the children each week. She accesses information through a childcare association and is supported by a local early years adviser when this is required. This means she is able to share ideas and best practice on a regular basis and monitors

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provision

her provision very effectively. She understands the importance of working with other professionals in support of children, should the need arise. Partnerships with parents are effective in ensuring that children's care and learning needs are well met, and that parents are well informed about the provision and their children's 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 550024 Local authority Birmingham Inspection number 869471 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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