Childminder in Bristol

Inspection date

Previous inspection date 20/09/2013 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

 Children happily engage in a wide range of activities that interest and excite them.  Children's communication and language skills are developing well because the childminder is skilled in supporting them in speaking and listening.  Children share warm relationships with the childminder, which supports their emotional and physical well-being.  The childminder uses consistent and clear boundaries with the children so that they develop a good understanding of acceptable behaviour.

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It is not yet outstanding because

 The childminder has not fully developed communication with other early years settings that children attend to ensure consistency in care and learning.  The storage and presentation of books does not fully encourage children's interest in them.

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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 kitchen /diner.  The inspector spoke to the childminder and children throughout the inspection.  The inspector sampled documentation, including children's records.  The inspector took into account of parents' views through written information.

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Information about the setting

The childminder registered in 2013. She lives with her husband and four children in a house in the Knowle area of Bristol. The childminder is situated close to shops, parks, schools and public transport links. The whole of the property is used for childminding and there is a garden for outside play. The family has a small dog. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently four children on roll, two of which are in the early years age range.

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

 develop systems to share information with other settings to promote consistency in children's care and learning

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

 enhance children's love of books by developing the book area further to allow children and adults more opportunities to enjoy books together.

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who attend

Children are happy, settled and confident in the care of the childminder. They excitedly engage in a wide range of activities, which challenge them effectively. The childminder provides a homely and welcoming environment where children enjoy a range of adult-led and spontaneous activities. She has begun to make observations of the children engaged in activities, and uses these observations effectively to help her plan the next steps in their learning.

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who attend

The childminder promotes children's communication and language skills well. She talks with the children while completing activities, encouraging them to think, problem solve and make choices. For example, children draw pictures and use materials to make flowers. They talk about the flavour and colours of the ice cream cones they draw. The childminder encourages children to think about how many eyes they need to draw on their picture of 'daddy'. This helps children develop their language skills and develops their understanding of the world around them. Children use their imaginations well, for example, they look after the dolls, explaining to the inspector how they must be strapped into their pushchair to be safe. The role-play area is changed regularly into a kitchen, cafe, toyshop or fruit and vegetable stall. Laminated signs inform the children of what the role-play area is each day and they are involved in developing this further, for example, a price list for the cafe

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who attend

is displayed on the wall. This helps to give the children a sense of belonging.

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who attend

The childminder supports children's mathematical skills well. Children routinely count in everyday activities, and embark on activities that develop their understanding of number and measure. For example, the childminder talks to the children about how they can measure the amount of rainwater in a day. They discuss designing a bottle, and make the measuring stick from a wooden spoon. They count the number of lines they mark on the spoon, easily counting up to and beyond 10. This effectively promotes children's confidence and provides them with the skills to move onto the next stage in their development.

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who attend

The childminder encourages the children's curiosity and encourages them to explore and investigate. They enjoy trips to local farms where they see a variety of animals; they visit museums, and make trips to the local library. The childminder provides a range of books for the children to enjoy, however these are stacked in a container, which makes it difficult for children to see what is available. This does not fully promote their interest in books.

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

Children are very settled and enjoy close secure relationships with the childminder. This effectively supports their emotional and physical well-being. The childminder interacts at a high level with the children, she encourages them to be independent and make choices. They choose from pasta or sandwiches at lunchtime and whether they want to take their picture home or put it on the board at the childminder's. The childminder effectively supports children to manage their own behaviour and as a result, they behave well. The childminder is a positive role model for the children; she is kind and gentle in her approach and gives them praise for their achievements. This effectively promotes their confidence and boosts their self-esteem.

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

The childminder promotes children's healthy lifestyles well. They have opportunities for daily exercise and fresh air, either in the garden or on outings to local parks and attractions. Children have good opportunities to develop their physical skills through using equipment to help them develop their balance and hand to eye coordination. Children are supported well by the childminder to manage their self-care skills independently; they automatically wash their hands before mealtimes and make choices from healthy options. The childminder teaches the children about keeping themselves safe. She talks to them about crossing the road safely and reminds them how they should behave when they go out in order to be safe. This effectively raises children's good awareness of how to be safe.

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

Children choose from a good range of toys and resources, which effectively supports their good progress in all areas of learning. Children can access most resources easily for themselves; this further promotes their independence and encourages them to develop their own learning.

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provision

The childminder is clear about her responsibilities in meeting the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. Safeguarding children is given high priority by the childminder; she has a good understanding about how to keep children safe and is knowledgeable of what to do if she has a concern about a child. The childminder carries out thorough risk assessments on her home, garden and when taking the children on outings. The childminder is very safety conscious, and remains vigilant at all times to help ensure children's safety.

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provision

The childminder has a good understanding of the learning and development requirements. She plans a range of activities that interest the children, and that cover all areas of learning effectively. The childminder knows the children in her care very well, which helps her to identify any gaps in their learning or areas for development. She uses this information well to target plans to close any gaps and provide further support to aid children's progress.

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provision

The childminder has strong partnerships with parents. Useful information is shared at the start about children's starting points, which effectively helps the childminder to meet children's needs. Information is shared on a daily basis, through face-to-face conversations and written information, which further promotes continuity in children's learning. Parents praise the childminder, commenting how she effectively builds children's confidence and takes into account their individual needs. The childminder understands the importance of sharing information with other settings that children attend. The childminder has not yet developed systems to share information with other settings, although children that are attending other settings have only been doing so for a short period of time.

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provision

The childminder has begun to evaluate her provision, accurately identifying her strengths and areas for improvement. The childminder has made a positive start to childminding, and is keen to develop her practice and provision further. This shows a good capacity to maintaining 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 EY457211 Local authority Bristol City Inspection number 906775 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 4

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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

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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