Childminder in Birmingham

Inspection date

Previous inspection date 15/01/2015 13/07/2009

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early years provision

This inspection: 2 Previous inspection: 3 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

 Children show they feel safe and secure with the childminder through their play and interactions. She treats them with kindness and care, which helps children gain a sense of well-being and belonging.  The quality of teaching and learning is good. Children make good progress in their learning and development because the childminder fosters their individual interests. She joins in their play and engages them in conversations to promote their language skills.  Partnerships with parents are successful. The childminder is knowledgeable about children's specific needs and makes sure these are closely monitored.  The childminder has a good understanding of how to promote the health and safety of children in her care. She has a secure knowledge of child protection procedures and how to keep children safe. The childminder conducts regular risk assessments to ensure risks to children are minimised in all areas of the premises, and during outings.

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It is not yet outstanding because

 Opportunities for children to further enhance their independence skills by being able to select toys and resources from the wide range available, are not fully extended.  There is room to build on the information gained from parents about children's starting points in their learning on entry, to further support children's already good learning and development.

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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 a tour of the premises during the inspection.  The inspector held discussions with the childminder.

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Inspection activities

 The inspector observed a range of indoor learning activities and children having their lunchtime meal.

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Inspection activities

 The inspector sampled a range of documentation, including evidence of the suitability of adults living on the premises, children's development records, risk assessments and a selection of policies and procedures.

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Inspection activities

 The inspector took account of the comments from parents in questionnaires and talked to the childminder about her plans for improvement.

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Information about the setting

The childminder was registered in 1998 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in the Kingshurst area of Solihull. The whole of the ground floor is used for childminding. There is an enclosed garden available for outdoor play. The family has two dogs and a budgerigar. The childminder is able to collect children from local schools and nurseries. She takes children to local 'stay and play' groups. There are currently seven children on roll, four of whom are in the early years age group. Children attend on various days. The childminder operates all year round, except for bank holidays and family holidays, from 6am to 6pm, Monday to Friday. She holds a recognised qualification at level 3 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:

 better promote children's independence skills by using visual signs to help them choose toys from the wide range of resources available

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

 build on the range of information gained from parents about children's starting points from the outset, to further support children's learning and development.

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who attend

Children are cared for in a warm, welcoming family home where they benefit from their early years experience. This is because the childminder has a good knowledge and understanding of how children learn. She responds to children's individual learning needs using her observations to good effect, and this means children make good progress towards the early learning goals. The positive impact of the childminder's quality of teaching and learning means that children are well prepared for the next phase in their learning or their move to school.

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who attend

Planning, observation and assessment are used effectively to plan for children's individual learning priorities. The childminder recognises that children develop at different stages and in various ways. She is clear about any gaps in children's learning and plans for these effectively. The childminder provides parents with regular updates about their children's achievements. She makes time for daily discussions and shares children's learning journey records, which provide an overview of what children have enjoyed and the progress they make. Children's progress is tracked closely to identify any gaps in learning, in order to ensure these are planned for effectively. However, there is room to build on the information gained from parents about children's starting points in their learning, for example, by talking to parents about the skills children already have at the admission stage, to further enhance their learning and development. Good teaching strategies,

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who attend

together with a wide range of well-planned activities and outings, help children to reach their expected levels of development. The childminder uses a range of effective methods to help children learn and develop, such as asking open-ended questions, teaching children to listen and to express their ideas. Her positive engagement and interaction with children support their enjoyment and achievement successfully. The childminder places a good focus on fostering children's communication and language skills. A good range of books are easily accessible and children use them very well, and younger children like to sit on her lap and turn the pages over. All children love to listen to stories and sing songs. Some books include the use of numbers, counting and rhyming words and this also helps promote children's mathematical and literacy skills. Children benefit from visiting a number of groups and soft-play centres where they learn to socialise and develop confidence by

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who attend

playing and interacting with their peers. The childminder is passionate about her role in helping children make good progress in readiness for school.

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who attend

Older children like to use their imagination as they play and the childminder becomes a willing 'patient' as children take on the role of a 'doctor'. Lovely conversations evolve through play and the childminder carefully builds on each child's language skills and makes sure they all have time to express themselves. This results in children who are confident speakers. Children enjoy a planned activity linked to a favourite story and they try to find the penguins and polar bears hidden in a box. Children are excited as they find a 'big' polar bear and a 'small' penguin. The childminder talks to the children about their families as children refer to the different sized figures as 'mummy', 'daddy' and the 'baby'. Children's understanding of the world is progressing very effectively. They explore the local environment, visit a nature reserve and talk about the different seasons. Children learn about cultural festivals and celebrations throughout the year, such as Chinese New

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who attend

Year, Shrove Tuesday and Valentine's Day. All children like to explore and investigate electronic resources and books, by pressing buttons and turning knobs, which helps to develop their early technology skills. Children visit a local school to take part in a dance session where they learn to listen to instructions and develop confidence in their physical skills. This also enables children to experience being in a school environment, which helps them in preparation for their move to school.

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who attend

Children have good opportunities to play outdoors and develop their physical skills and confidence. They play on the slide and ride on scooters and bikes, which helps them develop and refine their control and coordination. They explore the properties of sand and water, which helps them learn about volume and capacity. Children are well prepared for nursery and school and they develop good skills to support them as they move forward in their learning.

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

The childminder's home is safe, warm and welcoming and there is plenty of space for children to play and rest. Children settle very well in the childminder's care and develop a sense of belonging and a genuine bond with her. This is evident in their confident interactions with her during the inspection. The environment is focused on children's play and learning. Paintings and educational posters are displayed, including a poster which depicts the winter topic. A wide range of toys and resources are available that cover all areas of learning. The childminder is very innovative and makes some resources based on the children's interests. There is scope to improve children's independence skills further and extend the opportunities for them to initiate their own play, for example, by using visual signs to help them make more choices in their own time.

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

The childminder is a good role model for children and she is very knowledgeable and sensitive to their individual needs. Children's behaviour is very good and they develop positive relationships with others. The childminder helps children to share, care and be friends. She works closely with parents and provides a flexible service to meet their needs. Regular discussions with parents ensure they are kept fully informed about their child's day and activities. This means that children's well-being is successfully supported. The childminder has developed links with other early years providers to make sure children move smoothly from her care to nursery or school. This also provides continuity in children's care and learning experiences.

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

This is an inclusive setting and the childminder is clear about how partnership working with local agencies and other professionals ensures that all children get the support they need. She has experience of caring for children with special educational needs and/or disabilities, and of using communication systems, such as signing, to support individual needs. The childminder has also updated her knowledge with regard to the revised code of practice for children with special educational needs and/or disabilities. Although there are no children on roll who speak English as an additional language, the childminder has considered strategies to support them by working closely with parents to identify some key words and phrases in their home language, to help them settle and feel reassured.

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

The childminder places a good priority on children's safety; she is vigilant and supervises the children well. Good attention is given to minimising potential risks to children in the home and garden by carrying out daily safety checks and using safety equipment, such as safety gates and cupboard locks. Children learn about how to use resources and space in a safe way. They also learn about road safety and stranger danger on outings and how to evacuate the premises in an emergency. Children's daily dietary needs are met and a healthy lifestyle is encouraged. Children have good opportunities to spend time outdoors and the childminder provides all weather suits for them to wear in the garden. Children are able to develop their physical skills and coordination by playing on the swing and slide, riding on bikes and scooters and catching and throwing balls. Children's dietary needs are met effectively. The childminder talks to parents about their preferences and their child's

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

specific dietary needs or allergies. Some parents provide a packed lunch each day and the childminder provides a range of well-balanced meals. The childminder shows a good regard to maintaining effective hygiene practices at all times. The premises are clean and well organised to meet children's needs. The childminder helps to prepare children for their next phase in learning by talking to them about their new nursery or school and reading related books.

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provision

The childminder has a comprehensive understanding of her responsibility in meeting all the requirements of the Early Years Foundation Stage. She has created an environment that is very welcoming, safe and stimulating. The childminder fully understands her role in safeguarding and the action to take in the event of a concern about a child in her care, or an allegation made against her. All of the required checks are in place to confirm the suitability of adults in the household. Children benefit from her commitment to keeping the premises safe through ongoing risk assessments and daily checks. The childminder supervises the children well, the premises are secure and access is closely monitored. All the required documentation to ensure the safe and efficient management of the provision is in place and maintained accurately. Policies and procedures are implemented effectively and all documentation is stored to ensure confidentiality. Policies are shared with parents

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provision

and this helps to keep them well informed about how the provision operates.

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provision

The childminder has a good knowledge of the learning and development requirements and how children learn. She has successful systems in place which enable her to monitor the educational programmes, and this helps her to identify areas where children may need additional support. Positive partnerships are in place with parents and a good level of information is shared each day. Parents' views are sought through the use of a questionnaire and they comment very positively about the amazing facilities for children to play and the good range of outings. They comment on how children thrive in her care and the good level of interaction and attention children receive.

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provision

The childminder is committed to improving her provision to benefit children. She continually reflects on her practice and attends training to develop and embed her knowledge and skills. Since the last inspection, the childminder has improved the way she plans, observes and assesses children's progress, particularly focusing on planning their next steps in learning. She has also attended training to help promote children's understanding of mathematics. This helped her to plan activities to meet the children's needs in this aspect of learning more effectively. The childminder works very well with a local childminder group to support and enhance her already good quality learning activities and experiences for children. She recognises the importance of working with local agencies and other professionals where children may need extra support, to meet their needs. The childminder makes sure that children get the best out of all opportunities,

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provision

whether through planned or free-play activities, to promote their learning and development. This means that children develop good skills for the future and supports their smooth move to the next phase in their learning.

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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 250510 Local authority Solihull Inspection number 876482 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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