Childminder in Bristol

Inspection date

Previous inspection date 15/11/2012 Not Applicable

p.1

early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 The childminder uses open-ended resources, so that children can express their own ideas, develop their creativity and imagination.  The childminder effectively helps children to be curious, confident and become rapidly independent. These attributes lay the foundations for children to make the best possible progress in all areas of learning.  The childminder demonstrates a strong commitment to continuous improvement and towards her professional development.  The childminder quickly develops strong and trusting relationships with parents, which helps to ensure children's needs are known and well met.

p.1

It is not yet outstanding because

 There are limited displays of photographs of family members and significant people in the children's lives.  There are limited opportunities for children to use their skills and explore concepts and ideas through mark making.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities taking place throughout the house. The inspector observed a fire evacuation practice.

p.2

Inspection activities

 The inspector spoke with the childminder and co-childminder at appropriate times throughout the observations.

p.2

Inspection activities

 The inspector looked at the children's observation records, a selection of policies and children's records.  The inspector spoke with parents.

p.2

Inspection activities

 The inspector walked with the co-childminder to take children to school. The inspector walked with the childminder to collect children from school.

p.2

Information about the setting

The childminder has been registered since 2011. She lives with her partner and four children in the St George area of Bristol. Her partner is also her co-childminder. They have joint responsibility for the childminding practice. They use the whole of the property for childminding and there is an enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She is currently minding four children in the early years age range. The childminder offers care each working day between the hours of 7.30am and 6pm.

p.2

Information about the setting

The childminder takes children to and collects them from local schools. She attends the local children's groups and takes children to the park and library. She is a member of the National Childminding Association.

p.3

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

 make photographic books about the children in the setting and encourage parents to contribute to these; make books about children in the group showing things they like to do

p.3

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

 provide 'tool boxes' containing things that make marks, so that children can explore their use both indoors and outdoors.

p.3

who attend

The childminder shows a keen interest in children arriving, and parents share experiences from home. Older children interact caringly with younger children. They confidently chat about things they might do at school. The childminder thoughtfully values all children's contributions to discussions. There are consistent daily routines for babies who settle quickly eager to play with other children. The childminder effectively talks about babies' family members. However, there are limited opportunities for young children to relate to photographs of significant people in their life. Relationships are strong. Babies respond enthusiastically when talked to, moving their arms and legs as the childminder effectively engages in playful interaction. The childminder sings songs and responds well to babies as they clap hands together.

p.3

who attend

The childminder successfully supports young children's play, as she places a cooking sieve on their head for a hat. She demonstrates appropriately how it could be a mask and together they eagerly explore this idea. The childminder effectively supports children's interest in shapes. Children excitedly identify fruits and vegetables in a collection of play foods. They successfully talk about their colours, and match those that go together. Children eagerly play a game with the childminder to see how many toy foods they can catch in the sieve. The childminder effectively points out which of the foods will keep them healthy as children express their food preferences. The childminder helps children express their own ideas and develop their creativity and imagination.

p.3

who attend

The childminder provides a good variety of materials for children to join things together and children excitedly combine materials to create different collage pictures. Parents report how children have plenty of opportunity to be creative. However, young children do not easily access mark-making materials.

p.4

who attend

The childminder joins children in the playroom at the top of the house. Children eagerly involve the childminder in role play with the toy kitchen. They cook her some food in the microwave. The childminder effectively uses mathematical language, as they decide together which foods will not fit in the microwave dish. She demonstrates making pancakes using a spatula to turn them in a frying pan on the toy cooker hob. Children successfully notice what the childminder does and imitate her. The childminder effectively encourages children's inventiveness, linking this well to the cooking activity carried out by her co-childminder. She helps children to reflect upon and explain things that they experience. Children enthusiastically turn on a child-sized keyboard and the childminder effectively supports the child's exploration of pitch as they make a variety of high and low sounds. There is a good selection of toys, where children press parts, or lift flaps to make

p.4

who attend

sound and movement. The childminder enthusiastically supports children's play. The children excitedly become a character from a story in a book and ride out from the 'fire station' on the engine to fight a fire. Children successfully recall events and principle characters from well-loved stories. The childminder has a secure understanding of how to support learning.

p.4

who attend

All children choose freely what they want to do in a stimulating environment well prepared to support their individual developmental needs. Educational activities for all areas of learning help all children reach expected levels of development. Children effectively acquire skills for their next developmental stage, including school. The childminder has high expectations of all children based on accurate assessments of their prior skills. She uses effective, targeted strategies and interventions to support learning that matches all children's individual needs. Parents productively share what they know about their children and keep the childminder well informed about their child's progress at home.

p.4

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

All children strongly demonstrate how happy they feel to be with the childminder. She is enthusiastic when collecting children from school and children respond well to this. The childminder shows a secure understanding of how to keep children safe as children are collected from four different classrooms. She effectively shares information with class teachers and listens intently to children eagerly chatting about their day.

p.4

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

Children are gaining a good understanding of risk through activities that encourage them to explore their environment. For example, older children responsibly wait for the childminder before crossing the road as they walk home school. The childminder emphasises the need to have physical exercise as they run through the pathways of the large cemetery. They talk about the need for physical exercise as they pant their way up the hill. Children have good opportunity to exercise in the park next to the childminder's house. Parents report how good this is and how children enjoy going there. The childminder provides a wide range of resources, so that children can express their own ideas, and develop their creativity and imagination.

p.5

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

Children enjoy counting their footsteps to 75 in Polish as they walk home from school, embracing and valuing each other's cultures. Children eagerly enter the house where snacks and drinks are ready for them. The childminder thoughtfully helps children acquire good levels of independence and encourages them to successfully manage their own personal needs. Children can identify a healthy range of foodstuffs and understand the need for variety in food. Children talk happily to each other excited to meet each other again. Behaviour is good and relationships strong at all levels, which helps with children's future transitions in their learning pathway.

p.5

provision

The childminder has a good understanding of her responsibility to meet the learning and development requirements of the Early Years Foundation Stage. Her self-evaluation is strong and she has successfully identified her need to develop resources that challenge older boys who attend before and after school. She has a secure understanding of how children learn.

p.5

provision

The childminder effectively evaluates her childminding provision with support from parents and children. She maintains a good overview of the curriculum and monitors planning and assessment successfully. The childminder has a good understanding of her responsibility to meet the safeguarding and welfare requirements. Parents report that they have been successfully involved in evaluating the policies and procedures to protect children with particular allergies. She has a secure understanding of how to keep children safe. Children are cared for in a safe and secure environment. The childminder takes equal responsibility with her co-childminder for maintaining appropriate records. All required documents are effectively reviewed and monitored.

p.5

provision

The childminder comprehensively meets all the requirements for children's safeguarding and welfare. She has a clear understanding of the procedures to follow if she has any concerns about a child in her care. This is backed up by a clear safeguarding policy. The childminder has a broad range of clear policies and procedures in place to underpin the care and education offered to the children.

p.5

provision

The childminder has successfully attended a programme of professional development to enhance her knowledge and practice. She has a strong commitment to professional development to improve outcomes for children in her care. Parents consistently report that they work closely with the childminder to monitor their children's progress. This strong partnership ensures the childminder supports children's individual needs. For example, parents work closely with the childminder to liaise with children's schools. This helps children progress well both emotionally and academically.

p.6

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

p.6

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.

p.6

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.

p.6

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.

p.7

Setting details

Unique reference number EY426440 Local authority Bristol City Inspection number 766679 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 11

p.7

Name of provider

Date of previous inspection Not applicable

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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. 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.

p.7

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.

p.8

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,

p.8

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’.

p.9

Type of provision

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

p.9