Childminder in South Gloucestershire

Inspection date

Previous inspection date 08/04/2013 11/09/2009

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early years provision

This inspection: 2 Previous inspection: 1 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 uses songs and rhymes well to encourage children's communication and language skills.  The learning environment is inviting and there is a broad range of resources to excite and challenge children's development.  The childminder uses a range of tools to monitor the provision effectively to identify areas for improvement.  Children benefit greatly from the close and caring relationships they make with a knowledgeable childminder.

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It is not yet outstanding because

 Some parents do not share information about children's learning at home to influence further planned experiences provided by the childminder.  Activities that enable children to have daily, outside physical play at the childminder's home, are not as well developed as those indoors.

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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 viewed areas used by the children.  The inspector accompanied the childminder on a walk with the children.

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Inspection activities

 The inspector sampled a range of documentation including learning diaries, views of parents and policies and procedures.

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Inspection activities

 The inspector observed children while they played in the playroom and observed the childminder's interactions with them while they played and during care practices.

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Inspection activities

 The inspector had discussions with the childminder, her co-childminder and parents at appropriate times.

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Information about the setting

The childminder registered in 2001. She lives with her husband, who is a registered childminder, and their three children in Chipping Sodbury, South Gloucestershire. The whole of the premises are used for childminding purposes, which includes a dedicated playroom. The first floor is mainly used to accommodate children's sleep. There is also a fully enclosed garden for outside play. The family have chickens, guinea pigs and a rabbit. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently has 11 children on roll; of these, seven are in the early years age range. The childminder holds a level 3 early years qualification and is in receipt of funding for free early years education for three and four year olds.

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

 enhance the partnerships with parents to encourage them to contribute at all possible points with observations of children's learning at home

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

 enhance opportunities for children to freely explore the garden area, to fully extend their opportunities for physical development outdoors.

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who attend

Children make good progress in their learning and development. The childminder provides a broad and balanced range of experiences across the areas of learning. She has completed 'Every child a singer' training. She uses this to support the children to improve their communication and language skills in readiness for their next stages in learning. For example, children are familiar with the rhymes, such as 'round and round the garden' and focus their attention on the childminder and the actions. She uses every opportunity to sing with children, such as when changing their nappies and while they wash their hands. Children are comfortable in their relationships with the childminder. They select their favourite books and cuddle close to share them with the childminder. She helps children to identify familiar objects giving them the correct name after listening to children's responses. Children show respect and care for others as they blow kisses to the baby in

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who attend

the picture. Children thoroughly enjoy pulling themselves up to standing and spinning the stools in the kitchen. They gurgle contentedly when they see their reflection in the shiny surface. The childminder has good knowledge of children's individual needs, such as providing additional activities to encourage children to stand and walk in a safe environment. There are regular opportunities for children to initiate their own play. For example, children decide to play with the wooden blocks. The childminder interacts well with the children introducing mathematical language, such as 'how tall can we build a tower' and uses number words as she counts the blocks with the children. She encourages them to identify the colour of each brick. Children have daily outside play and fresh air in the childminder's garden and on walks in the buggy. The childminder has carefully considered her garden area to allow children to move freely between her house and

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who attend

garden. However, activities that enable children to exercise their large muscles outside at the childminder's home are less well developed than those inside.

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who attend

Generally, assessment arrangements clearly identify children's progress. Parents provide valuable information on children's starting points. The childminder makes good use of observations to promote learning through the effective planning of interesting experiences that consider children's current interests. Not all parents contribute fully to the assessment system by providing the childminder with all possible information on children's home achievements. The childminder has good understanding of assessing children's progress at two years old and provides parents with a summary, which identifies children's strengths and any areas where they may need extra support. She is able to successfully close any identified gaps in their learning.

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

Children are very happy and comfortable in the warm and welcoming environment. Parents describe it as a 'lovely setting', which is 'fun, safe and homely'. The childminder has carefully considered the organisation of the learning environment, such as enclosing a small area of the garden so that children can choose to go outside whenever they like. There is a good range of high-quality toys and resources that are easily accessible in a dedicated playroom. In particular, she has carefully considered the provision of a comfortable, quiet area with cushions and a canopy to encourage children to talk, share experiences and look at books. Good use is made of the local environment to extend children's experiences according to their interests, such as visits to the local library, zoo and park. Parents comment favourably, valuing the range of daily outings that have supported children to develop their social skills. Children also benefit greatly from

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

participating in community events, such as the crib festival at the church, to celebrate traditions.

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

The childminder listens to the children and when they become hungry mid-morning, she provides them with a healthy snack of wholemeal toast and banana. She supports children to use sign language to ask if they would like more, which supports their communication skills and their independence in managing their own appetite. The childminder shares nutritional advice with parents. For example, she has given parents advice on how to make fruit kebabs and grow their own fruit and vegetables. Children have the opportunity to plant, grow, harvest and eat fruits and vegetables that they have grown in their cookery sessions, led by another childminder. Children also make healthy choices when they visit the fruit and vegetable shop, selecting what they would like for their snack in the afternoon. The childminder supports children to learn hygienic hand washing routines well. She provides appropriate equipment, such as a step to reach the sink, so that children can

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

become more independent in readiness for their next steps in learning.

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

Children become aware of their own safety as the childminder takes time to talk to the children about road and fire safety. They explore the 'road safety box' and stories that help children learn about who they should call in an emergency. Children regularly participate in fire drills to develop their understanding of safety in an emergency. The childminder has developed secure arrangements to protect children on outings, such as carrying identification cards for the children. The childminder reminds children of keeping themselves safe as she gives clear instructions. She also uses sign language and actions to further support their understanding of safety issues.

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provision

The childminder has a good understanding of maintaining children's safety and well-being. She has carefully considered the security of the setting. For example, she locks doors so that children cannot leave unnoticed. The childminder places keys on a hook nearby in case they are needed to leave the premises quickly. The childminder routinely records any visitors to the setting. She works in partnership with parents effectively so that authorised adults collect children. The childminder has completed comprehensive risk assessments for all areas used by the children to reduce risk. She reviews these regularly with her co- childminder. For example, the childminder has removed the safety gate from the stairs as the children attending are very confident in their movements however, she is aware that when a child who is crawling begins to walk independently she will assess the risk and put appropriate measures in place to maintain safety. The childminder has good knowledge of

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provision

child protection issues that enable her to follow appropriate procedures should a concern arise.

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provision

The childminder has developed strong partnerships with parents. She uses social events well to provide parents with advice and guidance on how they can support their children at home. For example, parents and their children participate in a singing session and the childminder ensures that song sheets and words of children's favourite songs are available for parents to take home. Parents make positive comments regarding the service the childminder provides. They particularly compliment the childminder for working in partnership with them to maintain continuity in care. For example, the childminder supports children to use a fork and spoon to feed themselves. She also carries their child in a sling on outings as they do at home. There are effective steps to link with other early years settings to maintain continuity in care, learning and development for the children. These include visits to the setting and sharing a summary of children's progress.

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provision

The experienced childminder maintains her professional development well. For example, she has attended relevant training to support children's communication and language skills. Also she has attended training to help her develop observation and planning arrangements to improve outcomes for children. The childminder has a good overview of the educational programme and plans a broad range of experiences. The childminder uses a range of tools to evaluate and reflect on the service she provides. She clearly identifies the strengths of the provision, such as her secure knowledge of children's favourite activities and individual routines. The childminder, alongside her co-childminder, have developed a clear action plan of improvements to support children's development. The childminder attends network toddler groups and has regular contact with early years advisers to seek ongoing advice and support to drive improvement effectively.

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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 153833 Local authority South Gloucestershire Inspection number 826015 Type of provision Childminder Registration category Childminder Age range of children 1 - 8 Total number of places 5 Number of children on roll 11

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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

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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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