Childminder in Bristol

Inspection report for early years provision

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Unique reference number EY424166 Inspection date 12/08/2011 Inspector Yvonne Campbell

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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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 two children aged five and two years in Totterdown, Bristol, close to Hillcrest Primary School. The whole of the premise except the garden is used for childminding. Active play takes place away from home in nearby parks as the garden is currently not suitable for outdoor play. The premise is accessible via several steps from street level. The family does not have any pets.

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Description of the childminding

The childminder is registered to care for not more than four children under eight years. She is also registered to care for older children on the voluntary and compulsory parts of the Childcare Register. There are currently three children on roll. Of these, two are in the early years age group.

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Description of the childminding

The childminder attends toddler groups on a regular basis. She 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 has a well developed knowledge of each child's needs and a thorough understanding of the learning and development requirements. This means children's development towards the early learning goals are promoted very well in keeping with, and in some case above, developmental milestones. Children are kept safe and secure and have excellent opportunities for learning about their local area and the wider world. Effective professional partnerships are established with parents and the childminder understands the importance of working closely with others who provide early years care. The childminder has evaluated her practice and is working towards providing a safe area for children to have outdoor play.

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further?

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

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further?

 note children's awareness of their own belongings and those of others and reduce incidents of frustration and conflict using reasonable limits so children continue to feel safe and secure as they play  increase access to resources that encourage children to value and respect others and provide play material with positive images of disability. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Procedures are in place to safeguard children and protect them from the risks of ongoing abuse. The childminder has completed Criminal Record Bureau checks and has been assessed as suitable to work close to children. She has a clear understanding of the day to day practical ways to safeguard children such as, being vigilant in observing children's general wellbeing and recording any existing injuries and discussing these with parents. The childminder knows how to proceed if she has concerns about a child in her care. A written safeguarding children policy is shared with parents so they are aware of the childminder's duties and responsibilities towards their children. To extend her knowledge on the issues, the childminder has arranged to attend a further safeguarding training course.

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the early years provision

Since registration the childminder has evaluated her practice to ensure the provision is of a high standard and meets the needs of children and their families. Parents are asked to complete questionnaires making comments and suggestions. A definite strength of the setting is the childminder's comprehensive understanding of how to engage children through activities on subjects they show interest in and activities contain wonder and surprise as children make the best of the learning experiences provided by the childminder. The childminder shows the ability to maintain continuous improvement. She is aware of some missed opportunities for children to have active play on the premises so she is working towards creating a safe and fully enclosed area for outdoor play. Another area identified for development is food hygiene and the childminder is booked to attend training in the near future.

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the early years provision

Children have access to a wide selection of age-appropriate resources within the modest amount of space. Some toys such as a favourite train track equipped with accessories such as carriages and bridges are set out at floor level. Other materials are stored in labelled containers or in safe cupboards where children can self select items of their own choosing. Children are encouraged to consider the toys they would like to play with and they also choose items from laminated resources. Children are allowed bring favourite toys from home and they generally play together happily. However, on one occasion there was frustration and conflict as some younger children have not yet learned that personal belongings are not always shared. In addition, on this occasion the limits set by the childminder did not cause both children to reflect calmly how their actions can hurt others.

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the early years provision

Children are beginning to learn about difference and similarities in the community and wider world. They have access to books and toys with positive images of culture. The recognition of cultural festivals is included in monthly plans of adult initiated learning. For example, one month children had activities to celebrate Children's Day in Japan. The childminder has attended a training course on the use of anti discriminatory resources. She is aware that currently she has only a few items with positive images of disability. This may impact on children's understanding of the inclusive nature of modern communities.

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the early years provision

The childminder engages successfully with parents in a number of ways so there is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 continuity of care for children during childminding and at home. Parents have access to all policies and procedures. They have clear information about how children spend their day as the childminder completes individual daily diaries for children. This is also used by parents to record specific information they want the childminder to know such as if children did not sleep well or may have had unsettling experiences.

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the early years provision

Parents are very pleased with the service provided by the childminder. This is reflected in the questionnaires completed as part of the childminder's self evaluation procedure. They know about development matters as the childminder obtains information about children's starting points before commencing documented planning on how to meet each child's individual needs. Parents have access to their children's learning records. These folders are nicely set out, include photographs and examples of children's practical work. The next steps for consolidating and extending learning are shown so parents are aware of aims for development. The childminder understands the need to work closely with other providers of early years care and to extend children's learning through liaising with primary providers of early years care. The current group of early years children does not have care in other settings.

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and outcomes for children

Children show very good dispositions and attitudes to learning; they are eager to share what they know with adults. They show advanced language skills when initiating and sustaining conversations about things that are of interest to them including a set of superheroes cards. They know the names of some of the characters and talk about them excitedly. The varied range of play resources accessible to children means the childminder is able to observe and assess the toys individual children particularly enjoy playing with and return to explore regularly. For example, one child is observed to have a passion of trains and motor vehicles. The child plays happily moving the linked train carriages along the track, pass different scenery and under bridges. Children are confident that the adult is there to support them and when they experience difficulties. They ask for help in a polite way. Children have exciting learning experiences in the community where small

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and outcomes for children

world play can be observed in real life. Trips to a central train station were organised as well as other trips to an industrial museum. When the childminder talks about the big train they saw, the child responds and reminds her 'that was a diesel train' showing his understanding that there are different types of trains.

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and outcomes for children

From a very early age children are developing a caring and responsible attitude towards resources in the community and in the wider world. They are learning how they can look after the world by recycling used materials including plastic. The childminder organises trips to the recycling plant for children to observe some of the processes. She also shows children practical examples of how to reuse plastic to create resources for a fishing game. Children are able to recall valuable learning experiences through large craft displays in the hallway. Familiar favourite stories provide further opportunities for children to engage in outings of discovery. For This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, children wanted to find butterflies and caterpillar after the story of the Hungry Caterpillar. The childminder organised a trip to the zoo for children to see the butterflies in the Butterfly House. Children were able to also discuss colours

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and outcomes for children

Children's health is promoted and they are learning what contributes to good personal hygiene habits through familiar routines. They wash their hands before snack time and have individual towels for drying. Nutritious snacks are provided and the childminder stimulates children's interest in food by engaging them in the preparation of snack plates and offering several choices of fresh fruit, dried fruit and bread sticks. Drinks are accessible in children's cups and they help themselves according to their needs. The childminder sits with children showing good example for meal times and adult and children engage in happy social conversation. One child shows the ability to make representation with objects of similar shapes and says the bread stick is a rocket and the bottom has come off.

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and outcomes for children

Children show a strong sense of belonging. They are comfortable and relaxed at the childminder's home and they are kept safe thorough systems for safety and risk assessments. Parents say their children talk about the childminder and their peers when in their own home maintaining an emotional link with others they enjoy spending time with. The childminder takes some steps in promoting acceptable behaviour. Children are praised and told how cleaver they are. They also take part in games where they share and take turns. Children on occasion show signs of frustration as some are still in the process learning about boundaries and the needs of others. However, on most occasions, children settle quickly and play progresses and enjoyed by all. 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 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 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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