Childminder in Bristol

Inspection date

Previous inspection date 31/01/2013 08/04/2009

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early years provision

This inspection: 2 Previous inspection: 3 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

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This provision is good

 The childminder provides a warm and welcoming environment where children are free to play and learn with easy access to a wide range of toys and equipment.  The childminder is very attentive to children and gets to know them very well, enabling her to plan for each child's learning and development.  Children enjoy a well-balanced range of activities designed to promote learning in all areas.  The childminder builds effective partnerships with parents and others to identify and meet each child's care, learning and development needs.

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It is not yet outstanding because

 The childminder records children's achievements in learning diaries but does not yet involve parents in contributing their observations of children's learning at home to provide a holistic view of development and aid the planning.

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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

 The inspector observed the childminder playing and talking with minded children.

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Inspection activities

 The inspector sampled documentation including some policies, procedures and records of children's learning.  The inspector read feedback and references from parents to gain their views.

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Information about the setting

The childminder registered in 2000. She lives with her husband and two school-aged children, in Ashton, Bristol. The whole of the childminder's home is used for childminding and there is a large enclosed garden for outdoor play. The family has a pet dog, cat and fish. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder takes and collects children from local schools and pre-schools and attends toddler groups on a regular basis. The childminder is a qualified nursery nurse.

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

 further involve parents in contributing their own observations of children's achievements and use these to plan for next learning for individual children.

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who attend

Children make good progress in relation to their starting points. The childminder uses her good knowledge of each child to plan an interesting and challenging range of activities to meet their individual learning needs. She offers a variety of planned adult-led activities and supports children's own play sensitively to consolidate and extend their learning in all areas. For example, younger children love to explore the toy box filled with a selection of toys and household objects. They select musical instruments and favourite toys such as the rainshaker and intently study it watching the beads fall through. Children enjoy exploring the local community where they observe and learn about the diversity of people and observe the changing seasons. They go on trips to the local zoo and city farm where they learn about animals and their needs. Children learn about where food comes from and handling money when visiting shops to buy fruit and vegetables for their snack time.

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who attend

The childminder encourages children to use mathematical skills in all their activities. She understands how to adapt activities to meet the needs of children at different ages and stages of development. For example, with younger children she counts cars as they walk to the park. On the same trip older children recognise numbers on doors and cars and identify letters in road names. Children play imaginatively with toys to recreate familiar scenes from their lives. For example, they use plastic cups and bottles to wash and rinse each others hair then use the toy hairdryer, to act out going to the hairdressers. The childminder has a vast range of books which children love. Younger children quickly learn which way to hold books and how to turn pages and lift up flaps. The childminder talks with them about the names of the characters they see and uses favourite stories to promote early speech. Older children visit the library to choose books which they use as

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who attend

The childminder works closely with parents and shares records of children's learning with them. When new children begin a placement she spends time with parents to learn about their child's care, learning and development needs in order to best plan to meet them. During the settling-in period the childminder concentrates on getting to know children and making an initial assessment of their achievements in the prime areas of learning. She identifies their particular interests and plans learning activities accordingly. There is a good system in place for parents to contribute to initial assessments of children's learning and development needs. However, the childminder does not yet support parents in sharing information about children's learning and development at home. The childminder supports children to learn good skills to prepare them when they move on to school or other settings. Children become confident and enthusiastic and enjoy the challenge of learning.

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

Children enjoy their time with the childminder and are confident and secure in her care. They are happy to seek reassurance when tired or not feeling well and enjoy the cuddles they receive. Children begin to build relationships with others and gain confidence in larger groups supported well by the childminder. Through her good partnerships with parents the childminder identifies each child's care needs and learns about their individual likes and dislikes. She records details of health, dietary and cultural needs of children and their home routines. This supports their consistent care. Children learn about healthy lifestyles through choosing fruit and vegetables for their snack time and daily fresh air and exercise. Through daily discussions with parents she learns about events which may affect children and is able to support them sensitively and appropriately. She liaises regularly with other settings attended by children, so is able to best support them in difficult times.

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

There are safe and secure policies and procedures in place for recording and treating minor accidents and administering medication. Children learn to keep themselves safe when they are out and about. For example, they learn to hold hands when walking along the pavement and learn about road safety. The childminder has clear expectations of children's behaviour which she shares with children and their parents, children behave well. Children gain independence skills to prepare them for moving on to new settings.

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provision

The childminder offers a warm and welcoming environment where children make good progress in all areas of learning. She regularly reviews her provision and identifies areas for further development. For example, she has attended training to update her knowledge and understanding of the revised statutory framework for the Early Years Foundation Stage. Using this training she has reviewed and revised policies and procedures to meet the requirements. The childminder has introduced new planning sheets to reflect links with all aspects of the Development Matters guidance. Thus, new assessment sheets provide clear evidence of children's progress in all areas of learning. The childminder is aware of the need to assess children's progress at two and will share these assessments with parents and other carers. The childminder has a clear knowledge and understanding of child protection and safeguarding issues. She follows the guidance of the Local

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provision

Safeguarding Children Board procedures and shares her policy and procedure with parents so they understand her responsibilities towards protecting their children. To further safeguard children the childminder identifies with parents those adults who are authorised to collect children from her care. She builds links and effective working relationships with parents and others who care for children and is happy to act as a go-between parents and different services. Parents express their great confidence and satisfaction with the care offered to their children.

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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 106832 Local authority Bristol City Inspection number 813300 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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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

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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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