Childminder in Bristol

Inspection date

Previous inspection date 23/01/2014 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

 The childminder has a calm, caring approach towards the children and as a result they respond well to her and behave well.  The childminder meets the safeguarding requirements effectively, which helps to promote children's safety and well-being effectively.  Children progress well in all areas of learning and development through a varied range of activities and experiences provided by the childminder.  The childminder has evaluated her practice effectively, which demonstrates her drive to improve and develop her business.

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It is not yet outstanding because

 The childminder is in the early stages of developing partnerships with other early years setting's that children attend and sharing information about children's learning.

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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 childminder's home.  The inspector had discussions with childminder and the children.

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Inspection activities

 The inspector sampled a range of documentation including children's records, safeguarding procedures, the childminder's written policies and procedures.

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Inspection activities

 The inspector took into account the views of parents from information gathered by the childminder

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Information about the setting

The childminder registered in 2013. She lives with her husband and son aged four years in the Shirehampton area of Bristol, close to shops, parks and public transport links. The whole of the childminder's home is available for childminding, with the exception of the study bedroom. The childminder is on the Early Years Register and both compulsory and voluntary parts of the Childcare Register. She offers childcare before, during and after school and in school holidays. The childminder is able to collect children from the local school and pre-school. She is able to attend local toddler groups on a regular basis if required. The childminder currently has two children on roll, both in the early years age range.

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

 consider how to improve systems so that regular information is shared with other early years settings that children attend, so all adults can contribute to children's learning and development.

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who attend

The childminder carries out detailed observations and assessments on the children, which help her to identify children's starting points, interests and next steps. This helps her to provide children with challenging, interesting activities to help them progress and develop in their learning and development. Children enjoy being able to make their own choice of activities and enjoy looking at books alone, playing games and interacting with each other.

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who attend

Children's communication and language skills are developing well. The childminder speaks to them clearly and when older children do not listen, she asks them to put their listening ears on and look at her, so she knows they are listening. School age children are beginning to recognise words and the childminder provides labels of their key words from school. The children then go round the home sticking the words on items after they have read the word.

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who attend

Children's personal, social and emotional development and physical development are developing well. The children select a board game to play with the childminder and they all sit on the floor and play the game. The children use their fine motor skills to set the game up, placing pieces on the board, counting the coins, placing the items in the correct shop, ready for the game to start. This helps children understand about rules, taking turns and waiting for others to shake the dice. They all take part with great enthusiasm. When it is a child's turn, the childminder helps them select the coins they need to buy items from another child. She helps them with counting skills.

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who attend

Children, who have an interest in the world around them, take great delight in looking at a large book of the world. They point out different countries, talk about what kind of animals are found there and if they have any relations living in that part of the world. The childminder allows children time to find the country and asks open questions to help them think and problem solve. For example, the childminder asks the children if they can find New Zealand and Australia and what animals live there. The children find these confidently and then discuss the animals that live there. Children enjoy talking about their families, showing their book of family photographs and their learning journals. They show drawings and pictures they have done, and photographs the childminder has taken of them, talking confidently about what they were doing when the photograph was taken.

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who attend

As a result of the childminder's guidance and support, children are acquiring the skills, attitudes and dispositions they require to prepare them for their next stages in their learning such as progressing in their school.

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

Children are comfortable in the childminder's home and understand the rules of the setting. They have settled quickly into the environment. For example, when the children return from school, they understand they need to take off their shoes, hang up their coats and wash their hands before they play. The childminder has a calm approach with the children and shows equal care towards all the children. As a result, children have developed a close bond with the childminder.

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

Children learn about healthy lifestyles through careful guidance from the childminder. She reminds the children about the rules, for example, asking them what they need to do before they play. The children remember they need to wash their hands after coming in from school, before eating and after using the toilet. The childminder prepares healthy hot meals daily for the children and they all eat together, this helps children understand about good table manners. The childminder provides the children with regular drinks during the day. She is fully aware of children's dietary needs and prepares food according to these needs. Children have regular access to fresh air and exercise. They are taken on walks around the local area and when the childminder collects school children, they have opportunities to visit the local park on their way home if they request to. Children also have use of the enclosed garden when the weather permits.

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

Children are being prepared well for their next stages in their learning, for example, school or preschool, through clear guidance and direction from the childminder.

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provision

The childminder has a good understanding of their responsibilities in meeting the safeguarding and welfare requirements. She is fully aware of the procedures to follow to help her keep children safe when in her care. She carries out detailed written risk assessments, which she uses to minimise the hazards around the home. The childminder understands the procedures if she has any concerns about the children she is caring for. This means that children's well being is promoted effectively.

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provision

The childminder carries out detailed written observations and assessments on the children and clearly identifies children's starting points, interests and next steps in their learning. As a result, children are progressing well in all areas of their learning.

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provision

Good partnerships with parents have developed and regular information is shared between the childminder and parents. During a child's settling-in process, the childminder will visit the child's home to help build a bond with the child. The childminder regularly sends texts and emails to the parents to keep them informed about their child's progress including how they are that day. The parents have regular access to their child's learning journal, which helps to keep them informed about their child's progress in their learning. The childminder recently requested parents' comments on the care she is providing. These comments are very positive and complimentary about the childminder including how well the children have settled with her. Partnerships with other early years setting's are in their infancy. The childminder shares some information with the teachers and the child's key person. This information does not include details of the children's progress in their

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provision

This is the childminder's first inspection and she has completed a detailed evaluation of her practice. She has clearly identified her strengths and areas to improve. This demonstrates her drive to improve and continue to provide good quality childcare.

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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 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 EY462664 Local authority Bristol City Inspection number 924926 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

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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