Childminder in Bristol

Inspection report for early years provision

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Unique reference number EY435166 Inspection date 28/02/2012 Inspector Debbie Starr

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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 2011. She lives with her husband and one child aged 22 months in Kingswood, Bristol. The whole of the childminder's home is used for childminding. There is an enclosed garden for outside play. The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than two may be in the early years age range. The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is currently caring for two children within the early years age range. Both children attend on a part-time basis. The childminder makes use of local facilities including toddler groups, library and parks. She takes children to and collects from local pre- schools and schools.

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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

The childminder's secure understanding of children's individual needs enables her to promote their welfare and safety. She has a satisfactory knowledge overall of how she promotes children's learning and development. However, her system of assessment is not sufficiently developed and she does not fully promote children's awareness of diversity. The childminder builds sound relationships with parents and other early years providers; however, these relationships do not sufficiently focus on children's learning and development. The childminder has begun to reflect upon her practice, identifying suitable plans aimed at improving the outcomes for children. The childminder demonstrates a satisfactory capacity and commitment to continuous improvement.

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further?

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

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further?

 develop further the use of observation and assessment to clearly identify children's next steps in learning in order to plan activities that offer suitable challenges and to track children's progress  develop further the two-way flow of information with parents and other early years providers regarding children's starting points and ongoing progress and development, to promote a shared approach to children's care, learning and development  extend opportunities for children to recognize their own and others unique qualities through meaningful experiences that fully embrace their diverse cultural backgrounds This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Arrangements for safeguarding children are robust. The childminder's sound knowledge of child protection issues and a good understanding of the procedures to follow if she has concerns, helps to safeguard children. All required records relating to children are appropriate and shared with parents. Thorough risk assessments enable children to be cared for safely and securely within the home and on outings. The childminder carries out daily visual checks and frequent monitoring of safety equipment such as, smoke detectors and the carbon monoxide detector. Overall, good quality play resources, set out at floor level, enables children to make choices from toys that reflect their interests. Children gain an awareness of their local community through their social experiences and access sufficient resources that reflect diversity. Children participate in craft activities and food tasting that reflects different celebrations from around the

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the early years provision

world. These activities however, do not reflect the cultural diversity of the children attending. The childminder builds positive relationships with parents. They are very appreciative of the care given and flexible approach by the childminder. The childminder keeps them informed of her practice through written policies and a newsletter. The display of information includes detail about planned activities and the Ofsted contact number. Parents share what they know about their children through discussion and some written comments. This dialogue ensures children's individual needs are met and supported appropriately overall. However, these discussions do not focus sufficiently on children's learning and development such as helping to identify children's starting points. Initial links with other early years providers where children attend are in place. However, these are not well- established so as to bring about a shared approach to promoting children's

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the early years provision

achievements and well-being. The childminder has accurately reflected upon the quality of her provision and practice since registration. Her completion of the Ofsted self-evaluation form and discussion with the early years advisor has identified areas of improvement. The childminder has, for instance, extended written risk assessments to include outings and recently started to make better use of her observations to evaluate children's achievements. She has identified future training to develop her practice, knowledge and understanding. These include equality and diversity, and observation and assessment.

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and outcomes for children

Children are settled and secure because the childminder forms close attachments with them and meets their individual needs generally well. Children make satisfactory progress in their learning and development. The childminder has a sound understanding of how children learn and develop overall. She has started to observe what children know and do and link these to the areas of learning. Her system of assessment however, is not wholly secure, as she does not gain This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 information that is sufficiently focused on children's development when they first start. In addition, she does not make effective use of observations, until very recently they have not been used to evaluate children's achievements. Children's next steps in their learning are not clearly identified or used to offer suitable challenges at all times. As a result, children's achievements are not tracked

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and outcomes for children

effectively from their initial starting points and next steps in development are not effectively planned for. Children choose resources that reflect their interests. They look at books and recognise familiar figures. Their language is extended through the introduction of more complex words. Children self-select imaginative play equipment and re-enact their experiences, for example, they pretend to be a doctor and use a stethoscope. Children describe what they hear through encouragement. Children participate in adult-directed planned activities. They roll dough to represent octopus legs and start to link these to counting and numbers. However, children's interest is not sustained. Recognition of number is supported in a variety of other ways through counting of fruit at snack time and jumping games using a number mat. Children have additional opportunities to participate in messy and creative play at a local 'stay and play' and toddler groups.

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and outcomes for children

Children understand the benefits of a healthy lifestyle as they enjoy daily outings in the fresh air. Visits to local parks and soft play areas extend opportunities for physical play. Children enjoy nutritious and healthy meals and snacks prepared by the childminder. They access drinks throughout the day from their own drinking bottles. Children demonstrate a clear understanding of good hygiene routines and the reasons why, both for themselves and during the preparation of food. Children demonstrate a good understanding of how to keep themselves safe in the home. They discuss what they do when they practise the evacuation drill and how they tidy toys away to make it safe. Children's interest in firemen is supported through a variety of activities and enhances children's understanding. Discussion and regular reminders promote children's understanding of road safely. Children's self- esteem is promoted and they behave well due to the childminders frequent praise

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and outcomes for children

and clear, calm and consistent approach. Children share, take turns and play cooperatively with others around them. As a result, they develop skills for the future. 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 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 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 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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