Childminder in Bristol

Inspection date

Previous inspection date 11/03/2013 07/04/2010

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early years provision

This inspection: 2 Previous inspection: 2 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

 Children enjoy a wide range of stimulating activities and outings because of the good teamwork of the childminder, her co-worker and assistants. They are able to accommodate well children's differing interests and needs.  The childminder has a good knowledge of how children learn through play; she supports them effectively so they make good progress.  Children gain a very good understanding of how to keep themselves safe and healthy.  The childminder works very closely with parents. They share information about their children so that the childminder can follow home routines and parents are kept up to date about their child's day and the progress they are making.

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It is not yet outstanding because

 Children are not helped in the most effective way to develop their early pre-reading skills.  Although the childminder routinely practises fire drills with children, she never does this when children are asleep upstairs to strengthen their understanding of how to keep themselves safe.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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, her co-worker and her assistant as they cared for the children.

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Inspection activities

 The inspector spoke with the childminder at appropriate times during the inspection and discussed how she worked with her co-worker and assistants.

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Inspection activities

 The inspector scrutinised children's records and progress reports, and sampled policies and procedures.

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Inspection activities

 The inspector checked all areas of the property used by the minded children, including the garden.  The inspector took account of written comments recently made by parents.

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Information about the setting

The childminder registered in 2009 and is a qualified primary teacher. She is also a registered home carer, working occasionally as a nanny and has an early years and school aged child. The childminder is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. The childminder works from a house owned by another childminder in the Westbury on Trym area of Bristol. The childminder works with one or two assistants and on some days with her co-childminder. The childminding provision is known as Playful Penguins and there are currently 16 children on roll, all of whom are in the early years age group. Most childminding generally takes place within the ground floor playrooms. There are kitchen and toilet facilities on the ground floor level and a designated sleep room is available upstairs. There is also an enclosed rear garden available for outdoor play. Local facilities include toddler groups and

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Information about the setting

pre-school groups, museums, schools, play parks, zoo and shops.

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

 strengthen children's understanding of how to keep themselves safe by, for example, practising evacuation drills at differing times including when children are sleeping upstairs

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

 develop a deeper understanding of how best to support children's early literacy skills, for example, by using a nationally recognised guide, such as Letters and Sounds.

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who attend

Children experience a varied and interesting range of activities and outings when with this childminder. She gets to know all the children well and so plans stimulating activities that take account of their interests, abilities and what they need to learn next. She offers a wide range of resources for children to choose from daily and provides a good balance between play that children initiate themselves and activities that adults lead. This helps children learn to make choices and develop their own ideas as well as having time to learn new skills. They frequently enjoy outings, such as to the zoo, museum and library. These varied experiences build their knowledge of the world around them, expands their vocabulary and gives them plenty to talk about. The childminder uses opportunities throughout the day to supports children's learning particularly well. She uses different coloured bowls for snacks to help children recognise

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who attend

colours and she counts pieces of fruit with them, comparing shapes and sizes so they learn in practical ways. She has made coasters with photographs of each child on one side and their name printed boldly on the other. The children's beakers sit on these and it helps them learn to recognise their written names from an early age. She and her assistant help children begin to link letters to the sounds they make. However, they do not help them progress as well as they can by breaking down, or segmenting, and blending the sounds in words. When children are ready, they do not introduce letters in a systematic way to promote children's early reading and writing skills. The childminder supports children's speech very well. She talks clearly and repeats children's simple words and phrases, extending them into sentences that are more complex and introducing new vocabulary. Children are reassured by her calm, quiet manner and they readily climb on

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who attend

her lap for a cuddle or to enjoy sharing a book.

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who attend

The childminder works very effectively with her co-childminder and/or assistants. They use their time well and share jobs, such setting up activities or preparing snacks so that adults are always with the children and able to give them plenty of individual attention. By working with others, the childminder is able to provide regularly exciting or messy activities. A group of young children thoroughly enjoy the sensory experience of using their bodies and various objects to experiment with paint on the paper covered floor. The childminder plans the activity carefully and with her co-childminder, discusses what different children will gain from the activity. She provides interesting resources such as bubble wrap and a mesh cone and encourages children to experiment with making marks in the paint. Children are totally engaged in this active learning; they concentrate for a long time as they explore, find new ways to do things and show great satisfaction in their

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who attend

The childminder carefully monitors children's progress. She notices what interests children and what they do. She discusses this with her co-workers and together they plan what children need to learn next. She uses a commercial computer programme to monitor children's development and her co-childminder takes the lead in keeping this up to date. The childminder regularly discusses children's progress with their parents. In addition, parents can access their children's records on line and add comments or share information from home. This is especially useful for working parents who can choose a convenient time to review how their children are getting on. Parents comment very positively about the provision. One parent commented that their child's 'confidence has improved massively' since being with the childminder.

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

The children have a warm relationship with the childminder, who makes them feel welcome and secure. She spends time with the parents before their children start, so she knows a little about their family circumstances, their fears and preferences and important people in their lives. This helps children settle very quickly and this is reinforced by the organised daily routine. After lunch, the youngest children happily find their special toy if needed and clamber upstairs for a sleep after their busy morning.

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

Children's good health is promoted by the childminder. She talks to the children about why washing hands is important and shows them how to do this themselves. She uses hygienic procedures to change nappies and works closely with parents when children are ready to potty train. The childminder offers very good support for children at this time, using plenty of praise and reward stickers to raise children's self-esteem and develop their independence. Children learn about healthy lifestyles through the promotion of healthy eating and regular exercise throughout the day. They are provided with healthy nutritious snacks and a cooked midday meal, which is prepared in advance by the co-childminder. Children help grow vegetables in the garden and this furthers encourages them to make healthy choices. The childminder gives parents information about healthy eating, and she accommodates any special dietary requirements. Children enjoy being physically active as

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

they go on regular walks and visits to the park.

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

Children behave very well. The childminder gently reminds children why it is kind to share with friends and she offers good support to those who are still learning. Children help with the daily routine and busily hand round bibs and cups to the toddlers. Children help to care for their environment by tidying away toys. Children learn to keep themselves safe, for example as they practice fire evacuations. However, the childminder has not tried this when a number of children are sleeping upstairs. This would provide reassurance that her procedures are effective at all times and further support children's understanding of how to keep themselves safe in the event of an emergency. Children spend time in the garden every day where there is room to dig, make dens and play boisterously. The childminder makes sure that children are closely supervised at all times, to keep them safe.

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provision

The childminder has a secure understanding of her responsibility to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has attended child protection training and makes sure that all her assistants fully understand her safeguarding policy and procedure. This ensures everyone knows what to do if they have concerns for a child's well-being or if an allegation is made against the childminder or one of her assistants. As a result, all adults working with children are secure in their understanding of procedures to follow in the event of concerns about children or about a colleague.

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provision

The childminder has assessed the possible risks to children in the childminding home and when they are out and about. She takes steps to minimise hazards, for example, by using a listening monitor when children are sleeping. The childminder uses robust recruitment procedures when taking on new assistants to check their suitability to work with children. However, when Ofsted visited recently, they found that a new assistant was having unsupervised contact with children before new checks had been completed. The childminder immediately stopped this practice and does not now leave assistants unsupervised with children until all suitability checks have been completed.

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provision

Adults roles and responsibilities are clearly defined and understood by all working with the children. Appropriate systems exist for monitoring and supporting assistant's performance and annual appraisals are shortly to be introduced, so that training needs can be better identified. The childminder and her co-childminder have a firm commitment to the professional development of staff and their senior assistant is due planning to start working towards a level 4 qualification in the near future. All adults will shortly attend food hygiene training, which will protect children further. Children enjoy a full programme of activities that help them make good progress. The childminder and her co-worker have a very clear vision to provide high quality care within a homely environment. They effectively evaluate the provision for children and plan well for continuous improvement.

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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 action. 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 EY399989 Local authority Bristol City Inspection number 902284 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 16

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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