Childminder in Bath and North East Somerset

Inspection date

Previous inspection date 05/09/2013 10/09/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 form strong relationships with the childminder, which helps them to settle easily.  The childminder plans exciting play activities based on children's interests, which supports their learning well.  The childminder provides a good range of nutritious snacks and meals, which effectively encourages children's understanding of healthy eating.  The childminder attends regular training opportunities, which supports continual improvement of her practice.

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It is not yet outstanding because

 Systems of sharing information with parents on their child's developmental starting points are not fully established.  Print is not displayed in the play areas to further encourage children's early literacy skills.

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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 in their play indoors and outdoors.

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Inspection activities

 The inspector sampled documentation, such as children's learning journals and operational policies and procedures.  The inspector had discussions with the childminder.  The inspector took into account the written views of parents.

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Information about the setting

The childminder registered in 2005. She lives with her husband and two sons in Bath. Children have use of a living room, dining area, kitchen and toilet facilities downstairs. They also have use of bedrooms upstairs for sleeping purposes. There is an enclosed garden for outside play at the back of the premises.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently six children on roll, of whom five are in the early years age range. The childminder also cares for children over eight years of age. The childminder walks or drives to local schools to take and collect children.

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

 develop further the information shared with parents on their child's capabilities and starting points for learning

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

 make more use of print within the play areas to fully support children's developing literacy awareness.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage framework. She effectively engages children in purposeful play experiences based on their interests. For example, children enjoy playing in the sand pit in the garden. They become engrossed in filling and emptying different containers and like to push their toy cars through the sand. The childminder talks to them about the marks the car wheels make in the sand. She shows them how to make further patterns by using a toy rake. Children show great interest in this and are keen to attempt making their own marks. As a result, the childminder encourages children's early writing skills effectively through enjoyable play activities.

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who attend

The childminder recognises children's stages of development from her observations of their play. This helps her to effectively plan their next steps of learning to build on their existing abilities. For instance, she observes younger children starting to communicate more readily by putting two or three words together. The childminder knows they enjoy singing so she plans frequent times to share their favourite songs. Children are eager to join in with the songs and actions. As a result, they start to recognise and use more words in their speech. The childminder naturally encourages children's learning through her effective use of open ended questions. For example, when children spot two tiny spiders in the sand outside she asks them what they think the spiders are doing. Children reply they are a 'Mummy and Daddy spider looking for their babies'. They talk about the spider's webs they see on the steps of the slide. This actively supports children in developing an

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who attend

interest in their natural world. The childminder shows children the first letter of their name and sounds this out with them. Children start to recognise this letter as she marks it out in the sand or in paint. This actively encourages children's interest, although there is less use of printed letters in the play areas, such as on storage baskets. This slightly reduces opportunities for children to continue to develop their early reading skills. The childminder brings counting opportunities into children's play as they collect the different coloured plastic balls that bounce with them on the trampoline. Older children start to naturally group objects in their play. For instance, they play with some beautiful bangles and put three on one arm and three on the other arm. They proudly hold their arms up saying they have six bangles and recognise that each one is a circle shape. Consequently, they develop a positive understanding of early mathematical concepts. This helps children in

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who attend

gaining the necessary interest to develop their future skills.

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who attend

The childminder forms very positive relationships with parents. She keeps them very well- informed of their child's activities through use of a daily contact book. She makes time to talk with them on collection and asks them about how they feel their child is developing. This supports a consistent approach to children's care and learning. On registration, parents provide detail such as their child's likes, dislikes, feeding and sleep routines. This effectively supports the childminder in settling children in happily, although less information is shared on children's developmental starting points. This reduces the effectiveness of initial planning for children. The childminder uses her regular summaries of children's development to complete the progress check for two year old children. She shares this with parents and identifies where to support children in making further progress. This helps to effectively monitor children's development. The childminder shares

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who attend

information on children's development with other settings they attend and continues to develop this process. As a result, continuity in children's learning is promoted well.

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

Children are very settled and content with the childminder. They form strong bonds with her and respond easily to her gentle humour. Consequently they feel safe and secure in her care. The childminder actively encourages children to develop their understanding of safety through everyday routines and activities. For example, when they go on outings she talks with them about remembering to 'stop, look and listen' before crossing roads. Children know they must not leave small toys in reach of babies and that only adults can open the front door. As a result, children are well supported in developing a sense of how to keep themselves and others safe from harm. The childminder encourages children to develop their independence skills as they learn to dress themselves. For instance, they know where to find their shoes in the hallway and put them on before going outside. The childminder gently reinforces good manners with the children and they start to naturally

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

say 'please' and 'thank you'. She acts as a positive role model for children and gives a calm, friendly approach to which children respond easily. Older children readily include their younger friends in play. For example, they 'read' an interactive book with them and encourage them to lift the flaps on the pages. Children make the sounds of the animals they see on the page and say the familiar repeated rhyme of the book. As a result, children play happily together and the childminder helps them develop skills that will support their smooth transition to other settings. The childminder cuddles babies as they feed to help them enjoy their bottle of milk. This helps them relax and feel content and they settle easily afterwards for a sleep. She provides a nourishing range of snacks and meals for children, such as tuna wraps, carrots and cucumber or grapes, banana and raisins. She encourages children to enjoy their food through exciting activities. For

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

instance, she makes fruit smoothies with children and takes them to local shops to see the range of different fruit and vegetables. This promotes children's understanding of healthy foods very well.

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

Children are cared for in a comfortable home where space is organised well to provide different areas of play. For instance, children spread a train track out on the carpet and babies happily explore a range of colourful toys on a nearby rug. The childminder makes good use of her resources and equipment to support children's development. For example, she engages babies' interest in learning about themselves by using activity mirrors and books. She points with them to their eyes, nose and mouth. This helps babies start to focus on their image and they smile with interest. The childminder encourages children to play the 'washing machine' game as they run round and round on the enclosed trampoline. This helps children to safely develop control of their movements as they learn to balance themselves on the bouncy surface. The childminder observes babies becoming more mobile as they start to push themselves up onto their feet. She places their favourite

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

toys around the room on a higher level of furniture. This effectively encourages their interest and consequently their mobility. As a result, children are very well supported in using up their energy through fun, purposeful activities.

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provision

The childminder has developed a sound knowledge of the safeguarding and welfare requirements. For example, she has completed ongoing safeguarding training and understands procedures to follow any concerns arising. She has formed clear policies relating to safeguarding. These include the use of mobile phones and cameras and the management of any concerns or allegations. This effectively promotes children's welfare. The childminder completes regular risk assessments on her home and outings and reviews these regularly. For instance, she has developed clear routines for transferring children safely to and from her car when they go on outings. In addition, she checks the garden area on a daily basis before children go out to play. Therefore, children's safety is well promoted. The childminder continues to attend regular training, which helps to ensure her suitability in fulfilling the requirements of her role in caring for children. She clearly

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provision

assesses the needs of each child and how she can meet these within her daily practice. For example, she follows suitable behaviour management strategies with children and has appropriate expectations. This helps children feel secure and behave well. She gives a very well-organised approach to her childminding and keeps clear, relevant records to support children's well-being. These include the recording of any accidents or incidents, which are shared with parents. In addition, she understands her responsibility in notifying Ofsted of any events, incidents or changes in her family circumstances to keep their records updated. This supports the effective management of children's well-being.

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provision

The childminder is clearly reflective of her practice and she evaluates children's daily activities to assess the impact on their learning. This approach effectively helps her in identifying how she can provide further support to children and promote outcomes for them. As a result, she continually makes improvements to her practice. For instance, she has effectively addressed the recommendations made at the last inspection. She has attended training on observation and planning and has formed risk assessments for outings, which she regularly reviews. This helps her provide purposeful play activities that will support children's progress. In addition, she maintains clear routines for outings, which helps to minimise any accidents to children. The childminder uses questionnaires with parents to gain their feedback on her practice. Their written comments from these questionnaires note they feel the childminder is very caring and that their child loves going

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provision

to see her. The childminder works effectively with parents to provide a consistent approach to their child's well-being and supports their individual routines. Consequently, children are relaxed and happy in her care, knowing their needs will be met.

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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 EY300964 Local authority Bath & NE Somerset Inspection number 931264 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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