Childminder in South Gloucestershire

Inspection report for early years provision

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Unique reference number EY432084 Inspection date 14/02/2012 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 child in Crews Hole, St. George, Bristol. The whole of the property is used for childminding purposes except for the main bedroom. The childminder is registered to care for a maximum of five children under eight at any one time; of these, two may be within the early years age group and of these one 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 has three children on roll; all are in the early years age group. The childminder supports children who learn English as an additional language.

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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 happy, settle easily with the childminder and make satisfactory progress in their learning and development. Children have a safe environment in which to play and their health and physical needs are met well. Children's progress has begun to be monitored but the system of assessment is not fully effective. Current measures to support children who are learning English as an additional language are not sufficiently established to deliver results consistently. The childminder establishes secure partnerships with parents in order to meet children's individual needs, though opportunities for them to be involved in children's learning are under-developed. The childminder demonstrates the capacity to maintain steady and continuous improvement although the system of self-assessment is not robust.

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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 of observational assessment to more closely identify children's next steps in development and to more clearly provide an over-view of their progress across each area of learning  develop the learning environment to ensure babies and children obtain a positive sense of their own identity and enable them to develop and use their home language in their play and learning  develop systems of self-evaluation to help form an accurate appraisal of the settings effectiveness to extend children's learning and development.  develop a range of opportunities for parents to contribute to children's learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The arrangements for safeguarding children are secure. The childminder has a clear understanding of her responsibilities and is suitably aware of the action to take should she have a concern about a child. The childminder places importance on the welfare of children. She carries out a clear assessment of risk both to the premises and for outings. Children are responsive to the childminder who skilfully provides clear boundaries. They are encouraged to be aware of the safety of others such as when pushing dolls' prams in the lounge.

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the early years provision

The childminder promotes equality and diversity suitably as levels of engagement with parents and carers are becoming well established. This results in a sound knowledge of each child's background, care needs and preferences. She has a suitable range of resources that help children learn about diversity. The childminder has taken adequate steps to support individual children who learn English as an additional language. She has sought out additional resources and information to help her with this. Support measures have yet to be in place long enough to be effective and to close the identified gaps in some children's learning. There is a regular exchange of day-to-day information with parents through discussion and a daily diary. This supports suitable continuity of care for children. The childminder has begun to share with parents some information about their child's achievements using a learning journal. Opportunities for them to comment

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the early years provision

on children's learning are somewhat limited. Some weaknesses in the assessment process prevent a full picture of children's achievements from being shared. This limits the effectiveness of partnerships and the continuity of learning for children. Parents comment very positively about many aspects of the childminding service provided including how children are looked after and the range of activities of offer.

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the early years provision

The childminder has begun to establish wider partnerships such as those with a school in order to further support children's learning and development. The childminder has begun to evaluate her practice although she has yet to do this systematically. The childminder recognises her use of the Early Years Foundation Stage is not fully developed. Resources are adequate, suitably numerous to provide choice and able to support children's all-round development. The childminder uses them effectively to achieve some of the planned goals in learning and to provide age-appropriate activities to children. She uses the space available well to create play opportunities. Most although not all, of the suggestions made by the local authority support worker are implemented. As a result, the outcomes for children secure are steadily improving. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Overall, children make satisfactory progress in their learning and development across each required area of learning. Young children benefit from the warm interactions with the childminder and the homely environment that she creates. They suitably enjoy and achieve because she focuses on their needs. They demonstrate that they are happy and show a sound sense of belonging. For example, they settle well on arrival and confidently go off to explore the selection of toys put out for them. The childminder provides plenty of close physical contact and cuddles to help them feel emotionally secure. As a result they make secure relationships with her and begin to do so with other children. The childminder meets children's needs equally well and shares her time skilfully so that all children receive positive attention. They receive consistent support to share, be fair and to take turns and are beginning to do this with less prompting. Clear routines help

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and outcomes for children

young children to feel suitably safe and secure. The childminder provides support so that children learn to be safe. For example, she asks young children from an early age to help put away toys before taking others out.

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and outcomes for children

The childminder has a sound knowledge of the Early Years Foundation Stage that she is beginning to apply. She makes accurate observations of what children do and identifies some of their next steps in development well. Although there is an overview of each child's all-round development, this does not always result in identifying clear learning objectives for them. This limits their progress. Overall, young children are generally beginning to learn early skills to support their future learning. They make satisfactory progress in their early language, literacy and numeracy skills. They enjoy resources that incorporate technology such as electronic books. The childminder skilfully keeps up a conversation with children to stimulate their responses and to develop their communication skills. However, for some children their learning is not securely built on familiar words from their own language and this limits their progress. Toddlers joyfully and spontaneously sing

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and outcomes for children

favourite nursery rhymes such as twinkle, twinkle little star. They show curiosity in their attempts to make marks such as with chalks and boards. As a result, they begin to learn how to make marks and begin to develop their creative and coordination skills. Young children investigate shape and size through a wide range of sensory activities. For example, they build with coloured blocks and post slices of bread into the toy toaster during pretend play. They are suitably encouraged to be independent and to exercise choice with in their play.

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and outcomes for children

All children have their health, physical and dietary needs met well. They benefit from the well-organised care routines. Children receive sensitive support to follow good hygiene routines. These are made fun, for example, they quickly learn how to 'make a hedgehog' when washing their hands. They are skilfully encouraged to eat healthily. Children have good opportunities to be active each day. They set themselves many small physical challenges within the home, such as cruising alongside the sofa. They have a broad and varied range of interesting visits out into the community such as playgroups and occasionally to forest schools. Consequently, they make good progress in their physical development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 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 2 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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