Childminder in Bristol

Inspection report for early years provision

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Unique reference number EY418821 Inspection date 16/08/2011 Inspector Timothy 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 registered in 2011. She lives with her husband and four children in Kingswood, Bristol. The whole of the premises is used for childminding and there is a fully enclosed garden. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of four children under eight years; of these, three may be in the early years age group. The childminder works with an assistant. When working with an assistant, she may care for seven children under eight years; of these, six may be in the early years age group. The childminder is registered to provide overnight care for two children under eight. The childminder is currently caring for three children; of these, two are in the early years age group. The childminder has the Foundation degree in Early Years and is also a qualified Hospital Play Specialist.

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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 are suitably happy and relaxed with the childminder. The childminder ensures children's individual care needs are appropriately met. She has a secure knowledge of the Early Years Foundation Stage and children generally make satisfactory progress in their learning and development. Children have a warm, child-friendly and safe environment in which to play. However, sometimes resources are less well organised and activities outside less well planned which affects children's progress. The childminder establishes good partnerships with parents and carers. The childminder demonstrates the capacity to maintain steady and continuous improvement; although her self-assessment systems require further development.

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further?

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

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further?

 develop the use of outside areas to enable children further opportunities to freely explore, use their senses and be physically active and exuberant across all areas of learning  develop the organisation of resources to maximise the space for children  develop systems of self-evaluation further to help form an accurate appraisal of the settings effectiveness to further extend children's learning and development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder carries out a competent written risk assessment of the premises and suitable action is taken to minimise risks to children. Children are able to move around freely and enjoy a suitably safe environment in which to play. The childminder has a sound understanding of her child safeguarding responsibilities and a secure awareness of the procedures to follow should she have a concern about a child. The childminder is generally well organised. She has the required policies and procedures in place to support the safe and smooth running of the provision.

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the early years provision

In general, the childminder adequately promotes equality and diversity. Her level of engagement with parents and carers is well established resulting in a secure knowledge of each child's background, care needs and preferences. The process for gathering Initial information strongly contributes to the identification of children's needs. There is a good exchange of day-to-day information with parents, with time set aside for discussion and a written daily diary. This effectively contributes to the continuity of care for children. Information about their child's progress is shared with parents through a learning journal. Parents are encouraged to comment and contribute to their children's learning but this is not yet firmly established as routine. Parents have completed questionnaires which report positively about the setting in general. The childminder has begun to establish a wider partnership with other settings who also provide care to the children, helping

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the early years provision

Resources are sound, fit for purpose and adequately support children's all round learning and development. Some resources are labelled to provide ease of access for children. However, some resources are less well organised and this limits the range of resources on offer and does not maximise the available space. Children enjoy the suitable range of activities that are provided when they take their play outside to the garden. A wider range of experiences is required to broaden children's experiences and enjoyment and to enable them to make even better progress.

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the early years provision

The childminder demonstrates a clear commitment to the on-going development of her practice. Her self-evaluation documentation identifies most of the main strengths and weaknesses of the provision, although the process requires further development and consolidation. There are some strong elements to her practice, such as her systems of observation and assessment, which she has been developing over time. Other planned improvements, including the provision of additional resources, are in progress but have yet to fully impact on children's learning. Outcomes for children are currently satisfactory and improving. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder has a secure knowledge of child development and the Early Years Foundation Stage, which she is beginning to apply. She has made a creditable start in her observation and assessment of children and the overall process is very secure. The childminder makes accurate observations of what children do. She identifies some of the children's next steps in development well, across each area of learning. Information used to track children's overall progress is sometimes used less effectively to promote individual children's learning. Overall planning follows children's interests and is based on their general developmental needs; this is beginning to be reflected in the progress children make.

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and outcomes for children

Children enjoy and achieve. They make satisfactory progress in most areas of learning with good progress in their communication, language and literacy skills. They enjoy making marks during a range of creative activities using crayons, paints and the sand. Sometimes space in the play room is limited because resources are less well organised. This restricts children's opportunities to spread their play and have access to a wider range of resources, which can limit their enjoyment. They have fun with story sacks and cosily sit with the childminder to hear a story. Their skills in information and communication technology are well supported; they enjoy individual programmes that promote their counting and colour matching. Babies are beginning to develop their early fundamental skills and are encouraged to actively explore. They investigate press button and pop-up toys, showing an interest in the musical noises they make. They begin to respond to the

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and outcomes for children

words and gestures of the childminder, for example, when following action rhymes.

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and outcomes for children

Children and babies are secure in the setting and are beginning to show a sense of belonging. They are happy and generally display appropriate confidence and self- esteem. Children are beginning to form a positive relationship with the childminder. They are supported to work alongside their peers, for example, taking turns with play dough resources. Babies are secure enough to explore away from the childminder, bearing their own weight and pulling themselves up to look from a new height. Children benefit from the warm interaction with the childminder and the homely environment she creates. Children are able to exercise suitable choice and are consulted about what they find of interest. They are beginning to take responsibility within the setting. They respond to the expectations of adults, such as when asked to help tidy up before other activities are taken out. Children are beginning to learn about keeping themselves and each other safe. The childminder

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and outcomes for children

provides plenty of prompts, for example, to sit on seats properly. They have a safe environment in which to play.

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and outcomes for children

Children are beginning to show an understanding about healthy lifestyles. They follow appropriate hygiene routines; for example, after a painting activity they follow the childminder's simple suggestion to wash their hands. They enjoy opportunities to be active; they make a den from cushions and material in the lounge, developing control of their bodies as they crawl, cover and hide. They have regular opportunities to go outside and use the play equipment to develop their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 coordination skills. The childminder wishes to extend play opportunities for children while outside, in order to cover each area of learning more comprehensively. Children are learning about healthy eating, for example, through growing peas from seed that they later harvest and eat. Babies and young children have their health, physical and dietary needs suitably met.

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and outcomes for children

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 3 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 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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