Childminder in Bristol

Inspection date

Previous inspection date 05/11/2013 30/07/2013

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder does not obtain all required information from parents, such as their children's developmental starting points, and maintain a two-way flow of information to ensure she plans experiences appropriately.  The childminder does not consistently maintain behaviour management strategies for all children present or share her knowledge to advise assistants.  Interaction by adults does not support children's developing language skills.  The childminder has not obtained written parental consent from parents for outings at placement.

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It has the following strengths

 The childminder willingly works in partnership with other professionals and confidently seeks advice when required.  The childminder provides an abundant range of resources for children to choose independently.  Children have a good sense of belonging and their achievements are celebrated.

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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 made observations of children's play.

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Inspection activities

 The inspector made observations of the childminder's and her assistant's interactions with children.  The inspector considered the written views of parents.

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Inspection activities

 The inspector sampled a range of documents including quality assurance, self- evaluation, policies and procedures.

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Information about the setting

The childminder registered in 2011. She lives with her partner and son in Whitchurch, Bristol. Children have use of a living room, kitchen/dining room, playroom and toilet facilities on the ground floor. The first floor is used to accommodate children's sleep. There is an enclosed garden at the back of the premises for outdoor play.

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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 eight children on roll in the early years age group. The childminder offers enhanced provision. She works with an assistant. The childminder has an early years qualification in child care at level 4.

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must:

 develop effective systems to monitor the provision to ensure a quality learning experience for children is provided.

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must:

 improve skills to manage behaviour of any children present so that inconsistencies in practices do not affect children's needs being met. This includes the consistent modelling of appropriate strategies to support children's understanding of expectations and to guide the practice of the assistant.

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must:

 ensure consistent interaction and communication with minded children to promote their developing language acquisition

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must:

 obtain written parental permission for outings.

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

 improve systems to gain information from parents about children's starting points and to share children's achievements at home to influence initial and future planning of meaningful experiences.

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who attend

The childminder does not always sufficiently interact with the children to challenge their language development and this hinders their learning significantly. For example, when children explore pebbles and shells the childminder does not talk to the children about what they are doing, such as sorting them into groups, and describing what they feel. When children select their favourite book, turning the pages appropriately and using their own words to describe what they see the childminder does not interact or respond to the child. Therefore, the childminder does not fully support children's language skills to help them in their next stage of learning.

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who attend

The childminder has appropriate knowledge of the children in her care and understands how they learn and what motivates them. She uses this knowledge to plan a range of experiences that overall cover the areas of learning. The childminder makes some useful observations of children's engagement in activities and uses these to identify their next steps in learning to influence future planning. However, the information is not kept up to date, to enable the childminder to share or to build fully on children's current progress.

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who attend

Children are happy and confident. They explore the well-resourced learning environment independently selecting toys of interest. Children enjoy exploring interactive toys. They sit and observe, initially fascinated by the movements, before having a go for themselves. The childminder's assistant shows children how to make the toy spin and encourages them to have a go independently, before challenging them further by adding different shapes to the structure. This shows that children have some opportunities to explore.

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who attend

The childminder does not have consistent arrangements in place to obtain information from parents about their child's starting points and interests, to enable her to plan more effectively when they start. Parents are not routinely involved in contributing to planning and assessment arrangements, for example by sharing their children's achievements at home. The childminder does make some efforts to involve children. For example, she provides parents with guidance on how to make sensory toys that the children enjoy in her care to link learning between home and the setting.

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

Generally, minded children's behaviour is satisfactory. However, the childminder does not apply strategies consistently to all children present. Therefore, minded children become confused about boundaries, expectations and consequences of their actions.

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

The childminder provides children with a welcoming environment. She has a varied range of toys and resources, which are clearly labelled with text and photographs so that children can choose toys of interest independently. The childminder develops caring relationships with the children, but fails to interact consistently to promote their language skills. They are supported when they become anxious on separating from parents or when unfamiliar adults arrive holding their arms out for a cuddle. Children develop an appropriate sense of belonging. They each have their own named peg for their personal possessions. Displays of children's creations and photographs celebrate their achievements. Children are familiar with hygienic practices. They are aware that they need to wash their hands with soap before eating and wait patiently for their turn. They are aware that they need to sit down when they are eating. The childminder promotes healthy eating

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

providing children with snacks and meals, which meet their special dietary requirements. Children are aware of their own needs asking for 'more'. Children enjoy growing their own fruit and vegetables to use in cooking activities, such as carrots and potatoes to make a stew.

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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 they complete regular fire drills so that they are familiar with the evacuation procedure to keep themselves safe. The childminder has appropriate procedures in place to protect children on outings, overall. She takes appropriate equipment with her and children are aware of the need to wear high visibility vests, which have the childminder's mobile number on them in case they become lost.

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provision

The childminder does not have sufficient knowledge of the learning and development, and safeguarding and welfare requirements. The childminder does not use appropriate behaviour management strategies, which are consistent for all children present. She does not provide advice and guidance to her assistant to enable consistency in practice to enable consistency in practice to support children's learning and well-being. This is also a breach of the Childcare Register requirements. Consequently, this leads to ineffective interactions with children to meet their individual needs. In particular, interactions with the children to promote their communication skills are limited.

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provision

The childminder does not obtain sufficient information from the parents, such as key information on children's interests and starting points when they first attend the setting. The childminder shares information on children's achievements appropriately however, she does not consistently seek information on children's achievements at home to influence her planning further. This was a recommendation from the last inspection. Therefore, systems to monitor the provision to ensure children enjoy a good quality learning experience are weak. Generally, the childminder maintains records sufficiently although the system is disorganised. However, the childminder has not gained written permission from parents to take children on outings, which is a breach of requirements.

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provision

The childminder and her assistant have attended safeguarding training and they show a clear understanding of their responsibilities in protecting children should they have a concern. The childminder protects children from adults visiting the setting by recording their attendance and supervising them at all times. Children benefit from a safe and secure environment, which is risk assessed appropriately. The childminder has installed appropriate safety measures, such as safety gates to prevent children accessing the first floor and the kitchen. This helps to protect children's well-being.

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provision

The childminder has developed generally positive relationships with parents and other professionals to improve continuity in children's care, learning and development. Parents receive appropriate information about the setting for example, through the welcome pack. Parents comment favourably about the setting, such as acknowledging the childminder's flexibility and support during times of change. The childminder attends regular meetings with professionals involved with the children so that appropriate targets can be set.

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provision

The childminder and her assistant use a recognised quality assurance scheme, Bristol Standards, to monitor their provision. The childminder has identified some areas of improvement, such as developing communication friendly spaces, and reflected on how these improvements have affected children's outcomes. However, these systems are not rigorous and therefore, omissions in practice and breaches in regulation have not been identified. The childminder has a positive attitude to professional development and continues to complete relevant training to support the children in her care.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 maintain consistent behaviour management strategies for all children present (compulsory part of the Childcare Register)  maintain consistent behaviour management strategies for all children present (voluntary part of the Childcare Register)

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY436751 Local authority Bristol City Inspection number 941986 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 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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