Childminder in Bristol

Inspection date

Previous inspection date 30/10/2012 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder provides children with warm interactions and as a result they are happy, safe and secure. They make satisfactory progress across all areas of learning of the Early Years Foundation Stage.  The childminder is welcoming and builds sound relationships with children, parents and with other professionals involved in the care of children. She suitably discusses the individual needs of children with parents. Children benefit from the childminder's positive approach to diversity.  The childminder shows clear commitment to the development of her practice such as through the additional training she is undertaking.

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It is not yet good because

 The childminder is not always consistent in her support of children's communication and language skills. She does not always focus closely on helping them to develop their speech, through high levels of effective interaction that prompt their responses.  The childminder does not make enough of opportunities to engage, enthuse and motivate children in order to count and to hear lots of number words within their play.  There are weaknesses in the assessment and planning process. The childminder makes regular observations of children's achievements but does not use them effectively to identify and plan next steps. This affects her ability to plan good levels of challenge for some children and to effectively support all children to make good progress.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 One inspector undertook the inspection and observed children's activities, talked with the childminder and children.

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Inspection activities

 The inspector looked at children's learning profiles, assessment records and planning documentation.  The inspector looked at the childminder's on-line self-evaluation document.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and through written documentation

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Information about the setting

The childminder registered in 2011. She lives with her husband and their baby in Old Market, Bristol. The whole of the property is used for childminding purposes and includes a lounge-diner and a designated playroom. There is stepped access to the property. There is a park nearby for supervised outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are six children on roll; all are within the early years age range. The childminder supports children who learn English as an additional language and children with special educational needs and/ or disabilities.

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To further improve the quality of the early years provision the provider should:

 extend opportunities to develop children's understanding and speaking by for example a) modelling how to build sentences by repeating what the children say and by adding words; b) encourage them to talk about what they are doing; c) using open-ended questions to support language development

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To further improve the quality of the early years provision the provider should:

 extend children's understanding of number by a) talking about mathematics in everyday situations; b) using number words in meaningful contexts; c) making better use of natural opportunities for children to count and recognise numerals.

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who attend

Insert report text here Children make satisfactory progress in their learning and development. The childminder provides a suitable range of activities and learning opportunities that adequately meet the individual needs of children. The childminder obtains useful information from parents about children's starting points. She builds up a picture of children's abilities through regular and accurate written observations. However, the childminder does not use this information effectively to assess children's next steps in development. She does track children's progress but does not do this rigorously. Consequently, the childminder does not plan good levels of challenge for all children. The quality of interaction and teaching that promotes learning tends to fluctuate. The childminder is beginning to refer to 'Development Matters' documentation to help her to plan more clearly.

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who attend

The childminder does not yet provide sufficiently good levels of support to strongly promote children's learning in mathematics. Children have some opportunities to develop their skills in maths. For example, an older child builds on their interest in numbers, and with the childminder counts reliably from one to 30. Younger children hear number names in some everyday activities such as when the childminder sings nursery rhymes that include numbers. However, other activities match children's abilities less well and so are less effective in extending children's learning. For example, a card game presents too much challenge to fully capture children's attention to enable them to progress their learning. Even so, they enjoy the interaction and experience.

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who attend

Children engage in activities that foster their imaginations and suitably develop their creativity. They have fun in pretend play with home appliances and cutlery props, 'making a meal'. They make satisfactory progress in their physical skills. They go out to the adjacent park on most days and have space to run, climb and to be active. Indoors young children set themselves small challenges in climbing on furniture and show they are gaining control of their bodies through the confident way they jump and climb. They thoroughly enjoy the opportunities to dance and to move to music and follow one another's spontaneous movements with excitement.

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who attend

The childminder provides warm and supportive interactions that help children settle. This suitably promotes their personal, social and emotional development. They enjoy the attention and show by their body language, facial expressions and gesture, that they are relaxed. The childminder keeps up a suitable level of commentary and dialogue, describing what children do and prompting their responses. The childminder misses opportunities to build on children's vocabulary during their play, and to encourage their greater participation through skilful questioning. Children make random marks with crayons and paper. They begin to notice the connection between their movement and the marks they make. Children enjoy the stories read to them by the childminder. They have some opportunities to handle books for themselves. However, books are not on display face forward to promote easy recognition and to capture children's interest. Overall, children

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who attend

satisfactorily acquire the skills to take them to their next stage of learning. The childminder is aware of the need to carry out the progress check for children at age two years. The overall assessment process is in place to support this. Parents report they have information about their child's progress through discussion with the childminder. The childminder has yet to provide more detailed summary information to parents. Parents have some opportunities to share information with the childminder about children's learning at home.

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The contribution of the early years provision to the well-being of children

The childminder obtains useful information from parents about children's starting points to help them settle and to meet their individual care needs well. She establishes warm and close relationships with children; creating emotional security for all children and helping them grow in confidence. They form secure attachments with the childminder and her young daughter. Children are able to express suitable choice and confidently explore their environment. They have easy access to an adequate range of toys and resources in the lounge and in the playroom. The childminder asks children what they wish to do next, valuing them as individuals and respecting their wishes. The childminder supports and values children cultural diversity, celebrating through songs, music and books children's own backgrounds and cultural identities. All children benefit from sharing these experiences and from the childminder's positive approach to diversity.

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The contribution of the early years provision to the well-being of children

The childminder encourages children to eat healthily at snack time. As a result they begin to think about what they eat and to learn about the importance of healthy eating. Children suitably develop their independence skills. For example, the childminder encourages young children to use the cutlery themselves, before providing additional help to them finish their meal. Children learn to be aware of their own and others safety, such as when setting themselves small challenges when climbing on the furniture. They learn road safety when walking to the local play area with the childminder. They regularly use the play equipment and learn about the importance of physical exercise as they do so. Children begin to learn right from wrong because the childminder demonstrates fairness and helps them to share toy resources. Young children practise turn taking together in card games with the childminder; and begin to understand the concept of waiting for their turn.

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provision

The childminder has an adequate understanding of how children learn and of the learning and development requirements. She makes secure observations and has begun to track and monitor children's development. However, this is an area for further development as assessment and planning processes are not precise and consistent enough for children to make good progress.

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provision

The childminder has a sound understanding of the welfare requirements and a secure awareness of how to protect children should she have a safeguarding concern. Policies, procedures, and other documentation successfully promote children's welfare. The childminder is undertaking a programme of professional development through a recognised qualification in early years childcare. Suitable reflective practice takes place and the childminder shows a sound commitment to improving her practice. However, the self-evaluation process is new to the childminder and so it has yet to result in a clear action plan that strongly links identified priorities with plans for improvement.

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provision

The childminder establishes suitable partnerships with parents and other settings who also provide childcare to the children. As a result, children receive appropriate continuity of care and learning across settings. However, the partnership does not extend to sharing good assessment information of what children know and can do or any particular learning needs they may have. Parents comment positively on the service the childminder provides; and value her approachability and flexibility when discussing care arrangements. This adequately contributes to meeting the individual needs of children, including those with specific health needs.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY432398 Local authority Bristol City Inspection number 786804 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 6

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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