Childminder in Bristol

Inspection report for early years provision

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Unique reference number EY405831 Inspection date 24/11/2010 Inspector Carol Cox

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Type of setting Childminder to 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, 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.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2010. She lives in the St Werburghs area of Bristol with her two children aged nine and 16 years. The whole of the childminder's house and the front and rear gardens are registered for childminding. The childminder is registered to care for a maximum of six children aged under eight years at any one time, no more than three of whom may be in the early years age group. She is currently minding three children in the early years age group at different times during the week. The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder collects children from a local pre-school and attends toddler groups regularly. The childminder is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder meets children's needs effectively in her warm and knowledgeable care. Children make good progress in relation to their starting points and are safeguarded well. The childminder works closely with parents to ensure that the individual needs of each child are clearly recognised and met. She has made a thoughtful evaluation of her practice and has identified areas for development. The childminder ensures that she has a current knowledge of how to provide high quality care for children to help them make best possible progress.

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further?

To further improve the early years provision the registered person should:

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further?

 develop further the system already in place to record children's learning and development achievements and use these records to identify and plan for their next steps in learning  develop effective partnerships with others involved in the care of minded children.

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the early years provision

Children are effectively safeguarded and protected from harm because the childminder has a good knowledge and understanding of how to recognise the signs and symptoms of different forms of abuse. She has a copy of the Local Safeguarding Children Board procedures and is confident to take appropriate action should she have concerns about a child. She shares her clearly written safeguarding procedure with parents to ensure they understand her responsibilities This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 for protecting children. The childminder is aware that her oldest child needs a Criminal Records Bureau check and has taken appropriate action. The childminder's house is secure, warm and welcoming and made safe for children of all ages. She records robust risk assessments of all aspects of her practice and makes daily checks of her home and garden. Children benefit from regular trips to

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the early years provision

local toddler groups and amenities in the community and are kept safe through the childminder's careful attention to their individual needs. For example, she uses appropriate restraints and car seats when transporting children in her car. When walking in the local community to visit toddler groups the childminder talks to children about road safety.

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the early years provision

There is a wide range of resources made freely available to children to support their play and stimulate their imagination. For example, the childminder has made shaker bottles which the children love to explore. One child loves watching the glitter move around in the coloured water, another likes the strands of silver paper mixed with pasta shapes which make a totally different sound. Each child's needs are carefully considered in partnership with parents to promote their best progress. Thus, every child is valued as an individual and their unique self celebrated. The childminder is planning to develop partnerships with other settings attended by minded children. Parents are highly involved in planning their children's care and enjoy regular feedback in the form of emails, daily diaries and discussions. The childminder offers children a wide choice of interesting and stimulating activities to promote their learning and development in all areas. She has started recording

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the early years provision

children's achievements and uses these to identify what they need to learn next. These records are in their infancy and are not yet fully developed to securely demonstrate how children are progressing in all areas of learning. The childminder has evaluated her practice since registration and set priorities for future development. She has gathered feedback from parents about the quality of her provision. Parents responded very favourably and detailed the particular satisfaction that they have with the interesting play and learning opportunities enjoyed by their children and the flexible approach which considers the changing needs of their families. All necessary documentation and records are carefully completed, signed and dated by the childminder and parents. The childminder demonstrates capacity for continuing improvement through her effective implementation of the Early Years Foundation Stage.

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and outcomes for children

The childminder has a good understanding and knowledge of how children learn. She observes children and plans activities based on their progress and next learning needs. She knows the children very well and is responsive to their developing abilities and changing interests. For example, she has noticed that a toddler loves mark making but finds it difficult to keep the paper steady, so she tapes the paper to the table leaving him free to draw with a variety of chalks and crayons. During snack time a child examines the shakers the childminder has made and begins to beat out a rhythm, the younger child joins in by banging on the table. The childminder introduces minded children to the local community through This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 regular visits to shops, the local city farm and different toddler groups. Through these visits children learn about the rich diversity of people in the neighbourhood.

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and outcomes for children

They begin to experiment with new activities and socialise with others. She provides a wide range of toys and resources to stimulate and support children's development. For example, children express their imagination and recreate familiar scenes when a boy feeds a doll with a toy bottle. When the doll has 'finished' her bottle the child says 'all gone, well done'. The younger child watches carefully and then picks up a crayon to feed his doll. Children's language is promoted very sensitively by the childminder. For example, she talks to a child about sharing toys and he continues to use the word throughout the morning pronouncing it correctly each time but not always in context. The childminder gently explains what sharing means. Children become aware of technology through their observations, one child notices the alert to announce a text has arrived on a mobile phone and the childminder explains that it is a message from her daughter. A toddler examines a

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and outcomes for children

toy till, pushing buttons and making the drawer open. The satisfying variety of toys, resources and activities ensures that children's learning and development is stimulated and supported in all areas of learning.

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and outcomes for children

Children demonstrate a strong sense of belonging through their understanding of everyday routines. For example, they help clear away toys and games before moving on to new activities. Children naturally turn to the childminder for comfort when they hurt themselves and they quickly carry on playing. They learn about keeping themselves safe, for example, picking up toys so they don't trip. Children enjoy a healthy lifestyle through sensible daily routines. They learn to wash their hands appropriately and enjoy a healthy diet. They happily eat fruit and breadsticks at snack time. They all enjoy fresh air and exercise when playing in the garden or further afield. Even very young children appear happy and settled in the childminder's kind and attentive care. They learn to value each other through sharing toys and games and even at a young age they begin to develop relationships with others. They recognise and celebrate the mixed heritage and

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and outcomes for children

cultures of their own families and those around them in the community. Through the wel-balanced range of activities children make good progress in relation to their starting points and begin to develop skills which will support them in their future learning journey. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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