Zenub Mehmood

Inspection date

Previous inspection date 24 April 2015 27 February 2012

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Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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The contribution of the early years provision to the well-being of children Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 The childminder does not hold a current paediatric first-aid qualification.  Self-evaluation processes fail to clearly highlight areas for improvement.  The childminder has not yet established a two-way flow of information about children's next steps in learning with the local schools that children attend, to enhance continuity of learning between settings.

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It has the following strengths

 The quality of teaching is good. The childminder provides fun and challenging activities which match children's interests and developmental needs.  The childminder knows the signs and symptoms of abuse and where to refer any concerns she may have regarding the welfare of a child in her care. Children are supervised well at all times.  Children with English as an additional language and children with special educational needs and/or disabilities are supported well.  The childminder supports children's emotional well-being through well-organised settling-in sessions. This promotes continuity of care, which helps babies and young children to feel safe and secure and settle happily into the childminder's home.  Children develop an early awareness and appreciation of diversity. The childminder arranges activities to celebrate different festivals, such as Christmas, Easter and Eid.  Daily exercise, fresh air, good hygiene practices and a healthy diet means that children

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It has the following strengths

learn about healthy lifestyles.  The childminder completes the progress check for children between the ages of two and three years and shares a written summary with parents.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 obtain an appropriate paediatric first-aid qualification.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 improve the self-evaluation process so that it is effective in monitoring practice and clearly identifies all areas for improvement  enhance the arrangements for partnership working with all providers with whom children's care is shared, to fully complement and support children's learning and development across settings.

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What the setting needs to do to improve further

To meet the requirements of the Childcare Register the provider must:

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What the setting needs to do to improve further

 ensure that an appropriate first-aid qualification is held (compulsory part of the Childcare Register).

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Inspection activities

 The inspector observed activities and the quality of teaching.  The inspector looked at children's assessment records, planning documentation, a range of other documentation including policies and procedures, risk assessments, registers of attendance and accident records.  The inspector discussed the suitability and qualifications of adults living and working on the childminding premises.  The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector conducted a joint observation with the childminder.  The inspector discussed the childminder's self-evaluation document.

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who attend. This is good

The childminder makes observations during children's play and daily routines. She uses this information to assess and monitor children's progress. This enables her to identify any gaps in children's learning and seek the support of professionals from other agencies when necessary. There is a good range of activities and toys to promote learning across the seven areas. The childminder supports children's mathematical development well. During water play she introduces language such as 'full', 'empty', 'more' and 'less'. She uses the outdoor environment to point out shapes, such as the square slabs and the rectangle shape of the mats. Babies explore and develop an early awareness of how things work. The childminder shows them that by pressing buttons, they can create musical sounds and spoken phrases. The childminder demonstrates good questioning skills. This promote children's thinking skills and language development. Children enjoy

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who attend. This is good

making marks with a variety of media, indoors and outside. Regular trips to the library with the childminder give children the opportunity to access a wider variety of books, such as those with dual language. Consequently, children make good progress with their communication, language, literacy and thinking skills from a young age.

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requires improvement

The childminder has allowed her first-aid qualification to lapse. However, the impact on children's welfare is minimal. This is because the childminder knows how to respond in the event of a minor accident or emergency. She has also embarked on a training course to renew her first-aid qualification. The childminder has strong bonds with the children she cares for and their families. Children's behaviour is good. The childminder encourages children to be independent and to keep trying until they succeed. This builds children's confidence and self-esteem and helps them develop necessary skills in readiness for school. The childminder takes the children to play on the larger equipment at the local park where they build their physical skills, learn to take manageable risks and keep themselves safe. Documentation regarding children's attendance and any accidents are maintained as required.

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provision requires improvement

The childminder's self-evaluation process is not effective as it does not identify areas for improvement. As a result, she has allowed her first-aid certificate to lapse. The childminder has a secure understanding of the learning and development requirements. She makes good use of available training in this area to update her skills and knowledge and help her to improve children's learning outcomes. As a result, all children make good progress from their starting points and are well prepared for the next stage in their learning. Parents are fully engaged in their children's learning through effective two-way communication. However, partnerships with other settings where care is shared, are not fully established. This reduces the opportunities to share knowledge, plan together and promote a cohesive approach to moving children forward in their learning.

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Setting details

Unique reference number EY396242 Local authority Birmingham Inspection number 874035 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 27 February 2012

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Telephone number

The childminder was registered in 2009. The childminding provision operates all year round, from 8.30am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder supports children with special educational needs and/or disabilities and children who speak English as an additional language.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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