Childminder in Bristol

Inspection date

Previous inspection date 23/04/2013 Not Applicable

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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

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This provision is good

 Good systems are in place to obtain information from parents regarding children's starting points, interests and routines to enable the childminder to meet children's individual needs.  A welcoming and supportive environment enables children to explore and make decisions about their play.  The childminder has developed well thought out assessment arrangements to monitor children's progression.  Generally, children engage in a broad and balanced range of experiences inside, out of doors and on visits within the local community.

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It is not yet outstanding because

 Opportunities for children to learn about number names are not fully promoted.  Self-evaluation arrangements are not fully established to monitor the action taken to improve and its impact on outcomes for children.

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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 children as they played inside and observed the childminder's interactions with them.

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Inspection activities

 The inspector sampled a range of documentation including parent's views of the setting.  The inspector had discussions with the childminder during the inspection.

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Information about the setting

The childminder registered in 2012. The childminder lives with her husband and three children in Brislington, Bristol. The whole of the house is available for childminding purposes. There is a sloping rear garden with grass and decking areas for outside play. The setting and the outdoor area are accessed via steps. The family has chickens, two guinea pigs and three dogs.

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Information about the setting

The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She is currently caring for one child in the early years age range.

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

 enhance opportunities to encourage children's awareness of number names through counting activities, such as engaging children in number rhymes supported by the use of props

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

 develop further the process of self-evaluation arrangements to monitor and evaluate the impact identified priorities have on the children who attend.

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who attend

A welcoming and supportive environment enables children to explore and make decisions about their play. For example, children are highly motivated and are encouraged to investigate previously inaccessible areas of the setting. Children solve problems well to overcome the physical barriers to reach their goal, such as crawling under the table or manoeuvring themselves around chairs to discover new books to share with the childminder. They sit comfortably together to look at different animals on each page. The childminder introduces new words to identify the animals and suggests how they may sound. Children smile at the different noises the animals make.

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who attend

The childminder respond well to children's 'babble'. She talks to the children throughout snack time describing what they are doing and praising their achievements. For example, children focus on crunching breadsticks up to fill the lid on their drink and repeat the activity several times. Children thoroughly enjoy exploring the 'sensory box' as they are able to use the objects imaginatively. For example, children decide to choose a selection of balls. They excitedly explore different ways to throw and roll them and especially enjoy observing the different speeds they can make the ball roll on different surfaces. When the ball rolls under the settee children work out how they can retrieve it.

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who attend

Parents are involved from the onset in their children's learning. They complete an 'All about me' form to support the childminder to initially plan activities that interest the children. Through her observations, the childminder has good knowledge of children's interests and uses these successfully to plan a generally broad range of experiences to challenge their individual development. However, there are too few experiences to encourage children to become familiar with number names through counting and singing rhymes. Both the childminder and parents record important achievements, such as completing a shape jigsaw independently and dancing unaided to the music. The childminder assesses children's progress well and clearly identifies next steps in children's learning. The childminder involves parents in completing tracker forms to show what children are achieving at home.

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

The childminder carefully considers the organisation of the learning environment. As children become mobile she provides more challenging resources to further their development. There is a good range of resources to reflect children's current interests and to reflect the diversity in our society. These are stored well providing children with exciting choices.

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

The childminder knows children well. She develops positive and caring relationships with the children. For example, the childminder is aware of tell-tale signs when children are tired and soothes them until they fall asleep. She uses photographs effectively to remind children of the important people in their lives, which helps children feel secure in the environment. Children behave well as they are aware of expectations. They are actively involved in a range of experiences and therefore do not become bored or disinterested.

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

The childminder has taken appropriate measures to protect children from the family pets. For example, the dogs are all up to date with vaccinations, worm and flea treatments. The animals have a separate area in the garden that the children cannot access to protect children further. The childminder models hygienic practices well. For example, before eating children wash their hands with the childminder. Children enjoy a healthy snack of blueberries, strawberries and breadsticks. Children are encouraged to make choices for themselves and become aware of when they have had enough to eat. The childminder prepares homemade meals, such as cottage pie and vegetables, which meet children's special dietary requirements well. Children are offered drinks regularly and these are easily reached by children should they become thirsty. Children enjoy regular activities outside in the fresh air. They enjoy visiting the local park where they can use large equipment, such

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

as slides, a zip wire and sandpit. The childminder considers safety well when on outings taking appropriate equipment and resources with her, such as an identification key ring detailing whom she has with her in case of an emergency. The childminder supervises children well and reminds them of safety issues. For example, she reminds children not to stand up under the table as they will bump their heads; this helps children become aware of their own safety.

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provision

The childminder provides a safe and secure environment. The front door remains locked when children are present and the childminder keeps keys on her person in case of an emergency. The childminder completes comprehensive risk assessments of all areas used by the children and supports this with daily checks to identify any new hazards. For example, she carefully monitors the outdoor area during adverse weather conditions to ensure that there are no new risks to the children. The childminder has a good understanding of child protection issues to enable her to follow appropriate local procedures should a concern arise about a child. She has accurate knowledge of the safeguarding and welfare requirements to improve outcomes for children. This is observed in the effective implementation of policies and procedures.

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provision

The childminder has developed good partnerships with parents and listens to their views. For example, she has recently introduced basic sign language to support children's developing communication skills in response to a parent's request. Parents make positive comments especially with regard to the learning journals, which they really like and find very informative. The childminder acknowledges the need to work in partnership and share information with other early years setting and health professionals should the need arise.

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provision

The childminder has identified appropriate priorities to improve the service she provides. For example, she now labels all the toy boxes with pictures and words to support children's independence. She has also created a photograph album of all the resources so that children know what is available. However, systems to monitor the action taken or whether these actions have had an impact on children's achievements in these early days of childminding have not been fully embedded as part of the self-evaluation process. Overall, the childminder has good systems in place to monitor planning and assessment arrangements.

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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 EY451323 Local authority Bristol City Inspection number 886787 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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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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