Childminder in Devon

Inspection date

Previous inspection date 01/05/2013 15/02/2011

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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 are happy, comfortable and content in the childminder's company and as a result, they are progressing well in all areas of learning and development.  Children benefit from a stimulating, welcoming and interesting environment where they are motivated to learn, explore and investigate as they play.  The childminder has a clear awareness about the safeguarding requirements and as a result, children's well being is effectively supported.  There are good partnerships with parents in place, they receive regular detailed information about their child's day and development.

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It is not yet outstanding because

 The childminder has not fully developed links with some other settings that children attend, which reduces opportunities to promote children's learning and development.

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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 activities in the home and garden.  The inspector had discussions with two parents, the childminder and the children.

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Inspection activities

 The inspector sampled a range of documentation including children's records, safeguarding procedures, risk assessments and policies and procedures.

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Information about the setting

The childminder registered in 2007. She lives with her husband and two children in Redland/Westbury Park, Bristol. The whole of the ground floor is used for childminding, with one room used specifically as a playroom. An upstairs bedroom is used when children require a rest. There is a fully enclosed garden for outside play. The family has a rabbit. The childminder is registered on the Early Years Register and both parts of the Childcare Register. The childminder works Monday to Thursday and currently has nine children on roll, all of whom are in the early years age group. The childminder works with an assistant when numbers require. The home is within walking distance of the local school, park and shops. The childminder has gained the Montessori International Diploma in early childhood and follows the Montessori educational philosophy. The assistant has achieved a level 4 childcare qualification.

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

 strengthen partnerships with other settings and professionals to identify children's needs and help them make progress.

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who attend

Children are making good progress in all areas of learning and development. They are happy, content and thoroughly enjoy their time in the childminder's company. Children come into the home eagerly and settle into play quickly. They are supported well in their language skills because the childminder speaks to them constantly about what they are doing and how things work. For example, when children play with the doctor's bag, they talk about why bandages are used and what the stethoscope is for. The childminder shows the children by helping them to listen to their hearts. The children then pretend to give their doll medicine. The childminder speaks to the children as they play and interacts only when children require help. She shows the children how to open small bottle tops, then allows them to try for themselves. Children have a range of bags with zips and buttons on, to promote their physical skills. The childminder helps children to open the

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who attend

zips, and then encourages the children to try to do these for themselves. She sits close to the children on the floor, so she is able to offer support when required. The childminder has a calm, caring approach towards the children. She provides an exciting environment for the children to explore and investigate. Children have access to a wide range of natural resources such as wooden toys. Children can easily get the resources from the low-level shelves, which helps to effectively promote their independence.

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who attend

Children enjoy exploring with blocks and develop their understanding about sizes, shapes, and sounds. For example, when children play with different shape blocks, the childminder encourages them to get them into the correct sizes from the largest to the smallest. She praises them when they get some right, but allows them to put the blocks in the order the children want them to develop their interests. The childminder asks the children useful questions to help them learn and solve problems, such as 'Which is the biggest?'; 'Will rolling the marble work if the bricks are like that?' and 'What does the marble sound like when it rolls down the bricks?'

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who attend

The childminder is sensitive to the individual children's needs and meets them well. She realises that some children learn better outside, so provides outside play daily for all children. However, she is aware that some children do not want to be outside, so she closes doors in the house and keeps the children to one room in the home, if they stay inside so she is able to supervise all children well both inside and outside as they play. Children enjoy looking at books and sit on the cosy settee as the childminder reads stories to them. They talk about the pictures and the childminder takes time to wait until reading the next page, so children can take about each page.

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

Children are happy, secure and demonstrate they feel safe in the childminder's company. They are eager to learn and enjoy their time at the setting. The childminder supervises children well at all times as they play. She encourages them to learn about how to keep themselves safe. For example, when children are outside she reminds them about coming down the steps backwards on their tummy, so they keep safe.

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

Children are forming attachments with the childminder. She reassures them constantly as they play, using praise and encouragement as they complete tasks successfully. The childminder offers reassurance for children who find it hard to separate from their parents. She talks to them about when their parent will be back and what they are going to do while at her home. Children are well behaved and are learning about sharing and taking turns as they play. Most of the children do not need reminding to share, for example, when the childminder gives a child some marbles and they give one to their friend.

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

Children are learning about healthy lifestyles and understand the importance of hand washing. They are encouraged to wash their hands before eating, touching the rabbit and after being in the garden. Each child has their own hand towels, which helps to prevent the spread of infection. Children enjoy mealtimes. They are encouraged to feed themselves, and when eating fruit the childminder places it in a bowl, so the children can take some and pass it to others. This encourages children's independence. They know that if they take too much it will leave none for their friends. Children enjoy being able to easily access the outside areas. They enjoy exploring the garden where they are able to dig, plant, and water the plants with watering cans. They are able to draw at a small table in the garden and enjoy being able to wash the playhouse using water, brushes and rollers. The childminder provides a stimulating, welcoming environment, both indoors and

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

outdoors, which supports children's all round development and emotional well-being. As a result, children are being well prepared for their next stages in their learning, both with the childminder or when they go to school.

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provision

Arrangements for safeguarding children on the premises, and when they are on outings, are good. Children are able to safely explore their surroundings and enjoy physical challenges. The childminder has a current first aid certificate and is fully aware of her responsibilities to promote children's health and safety needs. She takes all the necessary steps for the appropriate treatment of children who have accidents and informs their parents and, where necessary, the relevant authorities. The childminder carries out visual risk assessments of places that children visit to promote their safety and welfare.

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provision

The childminder has a good understanding about her responsibilities in meeting the learning and development requirements she carries out detailed observations and assessments on the children in her care, as a result, she is able to clearly plan for children next steps, and include their interests, in their learning. She is in the process of completing progress checks for two-year-olds, to monitor younger children's progress and provide extra support or extension to those who require it.

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provision

Good partnerships with parents mean that they are fully informed about their child's progress, and the daily activities they take part in. Parents have constant access to their child's learning journal and are able to contribute to these. Regular newsletters keep parents informed about what is coming up, such as the childminder taking part in training sessions, new starters and themes for the coming weeks. The childminder has a notice board in the entrance hall, where she places relevant information for parents. Parents speak highly of the childminder and of the care she provides. They explain how they are able to contribute ideas to help the childminder meet their child's needs. They comment about how well their children are progressing in her care. Links with other settings that some children attend are developing gradually. However, the links tend to be with settings that use the Montessori approach like the childminder. Links with other early years

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provision

settings have not yet been developed fully to promote children's learning and development.

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provision

The childminder is well organised and aware of maintaining confidentiality at all times. She has completed detailed and rigorous evaluation of her practice. As a result, the childminder effectively and clearly identified her strengths and areas she would like to improve and develop. Her plans for improvement are well targeted to further improve the outcomes for the 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 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 EY363291 Local authority Bristol City Inspection number 917441 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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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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