Childminder in Bath and North East Somerset

Inspection date

Previous inspection date 11/03/2014 24/03/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder organises his environment effectively so that children can make independent choices and initiate their own learning.  The childminder provides appropriate care depending on children's individual needs.  Children develop strong relationships and are happy and confident in the childminder's home.

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It is not yet good because

 The childminder has not carried out a risk assessment of the groups he uses with children to ensure he looks at ways of managing or minimising risks, which is a breach of a legal requirement.  The childminder does not always make good use of his observations of children's development to plan challenging activities to cover all areas of learning effectively.  The childminder does not use all learning opportunities to support babies' verbal communication skills further.

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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 indoors.  The inspector carried out a joint observation with the childminder.  The inspector checked safeguarding information and the premises.

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Inspection activities

 The inspector sampled documentation including written policies and procedures, and children's development records.

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Inspection activities

 The inspector took account of the childminder's self-evaluation and parents' written comments left for the inspection.

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Information about the setting

The childminder registered in 2002. He is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. He lives with his wife, who is also a registered childminder, and two of their three adult children in a semi-detached house in Bath, Avon. The house is within walking distance of the local schools, shops, toddler groups and parks. Minded children have use of three rooms downstairs, one of which is used to store resources. Toilet and sleep facilities are all the first floor. The path area only around the rear garden can be used for outdoor play but the childminder also uses parks and play areas regularly. The childminder and co-childminder together are currently minding six children in the early years age range.

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must:

 assess the risks or hazards which may arise for children when attending toddler groups and identify the actions to take to minimise or manage any risks, with particular regard to children sleeping

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must:

 improve the use of observations to plan challenging experiences and activities in all areas of development

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

 improve knowledge of how to further support babies' communication skills, for example by providing a good role model in taking turns in conversation.

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who attend

The childminder works closely with his co-childminder to observe children and keep a summary record of their learning and development to share with parents. The childminder seeks relevant information about children's starting points for learning and development at home. This enables him to have a sound awareness of how he can help children to continue to develop. However, the childminder does not always make good use of his observations to plan challenging activities for children's next stages of learning in all areas. Children explore and use a wide range of resources, enabling them to make choices and initiate their own learning. As a result, children make suitable progress overall considering their starting points, preparing them appropriately for school. The childminder provides suitable support to promote children's development in all areas. For example, he supports children in learning how to use a shape sorter, finding the

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who attend

correct holes by trial and error. Babies enjoy pressing buttons on an activity centre to see what happens and display excitement as they make lights, noises and movement work. The childminder engages in conversations with older children and responds well to their questions. However, the childminder does not always respond verbally to babies, to support their communication skills fully. He does make eye contact and responds visually to babies' facial expressions, playing peek-a-boo for example. In addition, the co- childminder provides effective teaching and support for children's language development.

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who attend

The childminder uses demonstration and explanation to support older children in completing puzzles. For example, he teaches them to look for the straight edges and corners first and then use the picture to notice certain features. The childminder provides enough support for children to gain a sense of achievement by managing as much as they can for themselves. Children enjoy books independently and with the childminder, which develops their literacy skills. They demonstrate their imagination in their drawings, through singing and role play as the childminder joins in with their games. The childminder encourages babies' physical development and regularly takes children to the park for them to develop skills in using large equipment.

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

Children immediately settle on arrival and are happy to part from their parents or carer, showing they feel emotionally secure in the childminder's care. Parents comment positively about their children learning the importance of respecting each other's needs through attending the childminder's home. They suggest their children are making effective progress both physically and emotionally. Children develop good manners, share and are kind to each other. The childminder provides suitable support so that children learn to think of others and respect each other's ideas, backgrounds and needs.

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

The childminder provides children with a wide range of resources in a well-organised environment. They are stored at low level so children can make independent choices and initiate their own learning. For example, babies excitedly explore a bag, looking closely at the contents to see what they can do with them. Older children help themselves to paper and coloured pens to create their own designs. There are additional resources stored in one room, which the childminder changes around according to the children attending to offer them variety in their play. The childminder takes children to several toddler groups to extend their experiences, socialise and develop specific skills, for example by attending a singing group.

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

The childminder supports children well as they are being toilet trained, including teaching them the importance of washing their hands. Children practise the emergency evacuation procedures every month and learn about keeping themselves safe on outings. The regular outings to the park help children develop a positive attitude to fresh air and exercise. The childminder provides a positive role model when hygienically changing nappies as he follows sound hygiene practices. He works well with his co-childminder to ensure children eat, sleep and have their nappy changed according to their individual needs. Overall, the childminder provides suitable support in preparing children for their next stage of learning or school.

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provision

This inspection took place following a concern raised to Ofsted that the childminder and his co-childminder left a child in a pram outside a toddler group without supervision. The inspection found that they had left a sleeping child near the entrance door at the back of the premises. The co-childminder was constantly monitoring the child and they came to no harm. However, the childminder does not carry out a risk assessment for such outings to identify any steps he needs to follow to minimise or manage any risks to children when using the group. This is a breach of a legal requirement of the Statutory Framework for the Early Years Foundation Stage. The childminder now has a suitable understanding of his responsibilities in meeting the requirements and no longer leaves children sleeping outside to safeguard their welfare. The childminder checks his premises to ensure it is safe for children and gains parents' written consent to take children on outings. He has a

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provision

suitable awareness of safeguarding policy and procedures and the need to supervise children at all times for their welfare. He holds a current paediatric first aid qualification and maintains appropriate records, to help protect children's welfare. The childminder works closely with his co-minder, ensuring ratios are always met. He demonstrates a clear understanding of the maximum number of children he can care for and the register verifies that he is not over minding.

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provision

Overall, the childminder has a suitable awareness of the learning and development requirements and how to support children to make progress. He supports his co- childminder in monitoring children's development, including through the required progress check for two-year-old children. This enables them to have a broad overview of children's skills and progress.

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provision

The childminder has strong partnerships with parents, which helps him to meet children's individual needs well. Parents comment positively on the childminder's positive values and attitudes. Parents suggest that they find the daily feedback useful and they work together to support children's development. The childminder uses diaries to share information with parents and any other providers children attend. This helps to ensure a consistent approach to each child's learning and care.

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provision

The childminder completes the Ofsted self-evaluation form to identify his strengths and some areas for development to improve the quality of his provision. For example, his first aid certificate will expire this year and he has already booked on to training to ensure he maintains the required qualification. He seeks parents' feedback to ensure he is meeting their child's needs and works collaboratively with his co-childminder to make some improvements to the outcomes for 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 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 EY225446 Local authority Bath & NE Somerset Inspection number 947034 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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