Childminder in Bristol

Inspection report for early years provision

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Unique reference number EY433515 Inspection date 09/01/2012 Inspector Rachael Williams

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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 partner and two children in the St Georges area of Bristol. The family care for marine fish. Minded children have access to all areas of the family home including a fully enclosed rear garden. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register for a maximum of five children under eight years old; of whom three may be in the early years age range. At present, she has six children on roll; three of whom are in the early years age group. The childminder provides child care on Mondays, Wednesdays and Thursdays from 8 am until 6 pm. She has a level 3 early years qualification and is a qualified swimming teacher.

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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

Positive relationships are established with the children, who are confident and settled within a homely environment, as their individual needs are met. Generally, children make good progress in their learning through effective interaction by the childminder. Consistent arrangements exist to enable children's welfare and well- being to be promoted well and safeguarding procedures are effective. Strong links have been established with parents and arrangements are being developed to share information with other early years providers to maintain children's care, learning and development. The childminder has an accurate understanding of the strengths and weaknesses of the provision and takes effective steps to maintain continuous improvement.

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further?

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

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further?

 implement arrangements to share information with other early years providers to improve continuity in children's care, learning and development  develop further assessment arrangements to link observations and learning priorities with children's stage of development in order to monitor the balance of experiences children engage in to challenge their development.

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the early years provision

The childminder provides a safe and secure environment for children to roam freely and independently. The childminding service is supported by well-written policies and procedures which underpin the good service provided. Through comprehensive risk assessments, appropriate measures have been put in place to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 maintain a safe environment, such as cupboard and drawer locks to prevent children accessing dangerous substances and sharp objects. The recording and sharing of accidents and medication arrangements are robust and maintain children's well-being. The childminder has good understanding of child protection issues including the procedures to follow should an incident occur. Positive relationships have been developed with parents. Consequently, the childminder has good understanding of children's starting points, routines,

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the early years provision

interests and individual needs. They are well informed of their child's daily activities through a communication diary. Parents are involved in their children's learning and routinely contribute to their learning diaries. Parents provide positive comments regarding the service provided and see the childminder as 'confident and trustworthy' and that children are supported to come on in 'leaps and bounds' through the 'fantastic activities' provided. Partnerships with other early years providers are being developed. At present, the childminder communicates with the provision, However, she wishes to extend this involvement to share planning and learning priorities so that continuity of care can be improved. The childminder has yet to care for children with special educational needs, however, she has developed appropriate systems to share information with health professionals so that needs can be routinely met.

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the early years provision

The childminder provides a warm and welcoming environment. There is an abundant range of toys and resources which include those that reflect the diversity in our society. Toys and resources are accessible to the children in low level storage boxes which supports them to make decisions about their play. Good use is made of the local environment to enhance experiences, such as regular visits to a toddler group, farm and park. The childminder has good knowledge of the strengths and weaknesses of the provision. For example, she has identified the need to label the boxes where toys and resources are stored to aid children's independence She regularly communicates with her mentor and an early year's adviser to maintain continuous improvement. For example, the childminder has promptly addressed an issue arising and now completes emergency evacuation procedures with all minded children. The childminder is proactive in accessing relevant training and using her

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the early years provision

experiences to enhance her provision. For example, she has recently completed a course which has improved her confidence to adapt the provision to meet children's individual needs and to extend resources when required.

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and outcomes for children

The childminder has established good relationships with the children who feel confident and settled in a homely environment. The childminder is aware of children's interests and current motivations and therefore, plans a broad range of activities to support children's development. Children communicate very well as the childminder consistently engages them in conversations, for instance, to encourage children to make choices and to discuss processes, such as to further develop their creativity and imagination. Children are very imaginative and make connections with their own experiences. For example, after telephoning the childminder, a child explains that she is putting her phone into her bag to keep it safe like her mummy This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 does when she goes shopping. The childminder listens to children's ideas and accommodates their choices, such as regular opportunities to be outside in the

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and outcomes for children

garden. For example, children wait patiently for their turn on the trampoline and are aware of how to maintain their safety when bouncing for instance, to make sure that the zip on the net is fastened. Children use battery operated toys competently and show good fine muscle skills as they switch devices, such as a vacuum cleaner, on and off. The childminder makes detailed observations of children's engagement in activities which are supported by photographs. Consequently, the childminder is able to identify children's next steps in learning which influence future planning. As yet, the childminder is not consistently linking these observations to children's stage of development and therefore, their progress and engagement in activities is not fully monitored. Children become aware of their own safety as there are clear and well understood boundaries and expectations. For example, the childminder encourages the

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and outcomes for children

children to tidy away explaining to them that when there are lots of toys out accidents can happen. The childminder motivates the children to be involved in this process for instance, through using a 'grabber'; children show good coordination and spatial awareness as they use the equipment to put toys away in their respective boxes. Children use tools safely and purposefully, for instance, as they use scissors to cut malleable materials when creating sausages. Children have good understanding of hygienic routines. For example, they are able to explain the reason for washing their hands after visiting the toilet and before eating. Children enjoy a healthy and nutritious snack provided by the childminder. Children devour the blueberries, banana and grapes followed by toast. The childminder has a good understanding of their likes and dislikes and adapts meals to accommodate children's special dietary requirements. The childminder is

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and outcomes for children

sensitive to children's needs and provides appropriate equipment to support each step towards toilet training whilst children gain confidence. Children are aware of their own needs and identify the importance of wearing coats on a cold day when they play in the garden. 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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