Childminder in Bristol

Inspection report for early years provision

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Unique reference number EY416343 Inspection date 14/03/2011 Inspector Tim Butcher

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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 with her partner in Withywood, Bristol. The whole of the ground floor of the property is used for childminding purposes. There is a fully enclosed garden for outside play. The childminder is registered to care for a maximum of six children under eight at any one time; of these, three may be within the early years age group and of these two may be under one year. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder supports children who learn English as an additional language. The provider holds a level 3 qualification in the early years. The childminder is currently caring for one child within the early years age range.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children enjoy their time with the childminder and make satisfactory progress in their learning and development. The childminder has made a very creditable start in all aspects of her childminding provision. Children are beginning to benefit from the quality interactions with her and from the range of activities that she has begun to provide for them. A secure foundation for positive relationships with parents and carers is established and the individual needs of children are met. The process of evaluation is satisfactory and the childminder has begun to make improvements, however, she has yet to demonstrate sustained improvement.

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further?

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

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further?

 develop the environment and resources which reflect diversity in society to ensure children learn from the earliest age to value diversity in others and grow up making a positive contribution to society  develop further systems of self evaluation to identify the setting?s strengths and priorities for development that will improve the quality of provision for all children  develop further the process to share with parents information about children's progress and achievements.

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the early years provision

The provider carries out a thorough written risk assessment of the premises and suitable actions are taken to minimise the risks to children. Items such as safety gates to the stairs and kitchen are in place and prevent children from entering This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 areas unsupervised. The childminder has a secure understanding of her child safeguarding responsibilities and has an adequate awareness of the procedures she would follow should she have a concern. All adults living at the premises have been suitably vetted. The childminder is well-organised and has the policies and procedures in place to support the safe and smooth running of the provision. A suitable range of resources are made available to children and these are used well to achieve the desired outcomes in their learning and development. The childminder has identified herself that she has just a few resources which reflect

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the early years provision

diversity and intends to increase these further. The childminder is knowledgeable and potential barriers to children's achievements are given early consideration in readiness for children's attendance. For example printed cards show pictures of the resources on offer and this aides communication and helps to make resources equally accessible to all children. The childminder adequately promotes equality and diversity in general as levels of engagement with parents and carers are established and this results in a sound knowledge of each child's background, care needs and preferences. There is a good exchange of day-to-day information through discussion and through a daily diary. This strongly contributes to the continuity of care for children. Information about children's overall progress has yet to be systematically shared and reviewed with parents. The childminder has yet to establish partnerships with other settings but intends to do this when

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the early years provision

minded children attend different settings and it becomes appropriate to share information to support them. The childminder has made a very creditable start to childminding and is keen to develop her practice further. The childminder has canvassed the views of parents and carers and they report positively on the service provided thus far. Future plans include the development of review processes, an increase in some types of resource and a more in-depth process of evaluation.

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and outcomes for children

The childminder has a secure knowledge of child development and of the Early Years Foundation Stage. She has made a creditable start in her observation and assessment of the progress that children make. Accurate observations are made in a well presented learning profile and this is used to inform the planning process. The childminder has begun to track children's progress. Overall the process of observational assessment is secure and is beginning to influence and have a positive impact on the outcomes for children.

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and outcomes for children

Children benefit from the warm interactions with the childminder and the homely environment that she creates. They suitably enjoy and achieve because she is focused on their needs and skilfully interacts with them. Babies new to the setting settle well because the childminder ensures settling-in procedures at the start of placement are sensitive to the needs of parents and children. Well organised routines help babies to feel safe and secure. They show this through their body language and through their facial expressions when with the childminder. They are sensitively encouraged to settle when they go down to sleep and show on waking that they are developing a secure attachment with the childminder. They show confidence in separating from the childminder. For example they are happy to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 leave the childminder's lap and to sit by her side to play with a treasure basket of

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and outcomes for children

some interesting objects that they can explore and handle. The childminder intends to develop the range of natural resources that she provides for children. At toddler group they are beginning to show enough confidence to be put down to sit on the mat in view of the childminder; and begin to play with toys and balls independently. Babies are suitably encouraged to make choices and to freely explore their surroundings. They happily stretch, reach and crawl to explore the toys placed around them. They recive lots of warm physical contact and cuddles. They seek out the childminder to snuggle and also to pull themselves up as they begin to explore standing. They clearly enjoy the opportunities to see their expanding world from a new height and safely cruise the furniture; and practice their new skills and physical control of their bodies as they do so. They begin to take risks and set themselves small physical challenges such as when they climb

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and outcomes for children

into the booster seat placed on the floor beside the childminder. She sits closely alongside to help children get 'unstuck' and to ensure they test themselves safely. The childminder is very attentive and responsive to their needs. She skilfully keeps up a conversation with them to stimulate responses and their language development. For example, a baby learns through repetition to knock over soft sponge bricks that are stacked for them. The childminder counts the blocks each time to begin to introduce an awareness of number names and for the child to explore shape, form and texture as they do so. This suitably contributes to the early skills that babies need to support future learning. Children have a suitable range of well planned activities to choose from. This is augmented with trips out such as to toddler group; and to the park to get fresh air and exercise. Children, from an early age, have suitable opportunities to make marks because a sound

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and outcomes for children

range of creative activities are provided for them. For instance, babies explore the textures of glitter paint with fingers, hands and then brushes. This shows the start of a positive disposition towards learning. Babies have their health, physical and dietary needs adequately met as the childminder knows their home routines well. Children remain content while nappy changing procedures take place and their comfort is checked at regular intervals. The environment is child-friendly and kept free from potential hazards. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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