Childminder in South Gloucestershire

Inspection date

Previous inspection date 20/03/2014 18/01/2012

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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

 The childminder supports all children to make good progress through child-initiated and structured activities. She develops many accessible resources to meet individual children's interests and keep them motivated.  Children settle easily and enjoy a loving and caring relationship with the childminder, who works very closely with parents to meet children's individual needs well. This ensures that they are settled and happy in the provision.  The childminder demonstrates a good understanding of her responsibilities with regard to the safeguarding and welfare requirements.  The childminder is motivated and enthusiastic about her work and evaluates her provision well so children continue to receive a good standard of learning and care.

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It is not yet outstanding because

 The childminder does not always fully extend children's thinking skills to explore their own ideas.

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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 childminder's home and garden.

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Inspection activities

 The inspector had discussions with the childminder, children and parents, and took account of information in letters from parents.

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Inspection activities

 The inspector sampled a range of documentation, including the self-evaluation form and improvement plan, children's records and planning, safeguarding procedures, policies and training records.

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Information about the setting

The childminder registered in 2011. She lives with her husband and two children in Kingswood, South Gloucestershire. Most areas of the childminder's home are available for childminding. Children use the upstairs bathroom and two bedrooms for sleeping. There is an enclosed garden with steps to different levels for outside play. The family has two cats. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is currently caring for five children in the early years age range on a part-time basis and an older child in the school holidays. The childminder makes use of nearby facilities, including toddler groups, parks and soft play centres. She takes children to and collects from local pre-schools and schools.

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

 extend children's learning further to enhance their thinking skills and explore their own ideas during play.

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who attend

The early years educational programmes implemented by the childminder cover all aspects required. The childminder focuses strongly on developing children's learning, including their personal and social skills, and enhances their ability to communicate. The childminder gains much information from parents and carers about children before they start with her. She makes perceptive observations of children's play in their first sessions to define their starting points. The childminder assesses children's skills, knowledge and abilities accurately and uses this information to plan how to improve their progress. She continues to photograph and record children's achievements to make termly plans for each child. She regularly reviews children's progress and shares summaries with their parents and carers to work together towards children's next steps in learning and development. The childminder has a good understanding of the requirement for progress checks for two-

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who attend

year-old children and completes these in detail to identify and address any gaps in children's learning.

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who attend

The childminder ably uses children's interests to plan and support their next steps for learning. For example, she offers a wide range of indoor physical activities for young children to enjoy and discuss. These activities include throwing beanbags into a bowl and aiming balls at skittles, which children enjoyed on a previous visit. Children have good opportunities and ample time to practise and reinforce what the childminder is teaching. The childminder joins in their play and often extends the conversation, for example, by linking objects to colours and counting. The childminder has established a flexible routine that enables children to feel secure and to learn. This promotes quieter times that follow children's own needs for rest. The routine also includes interesting activities outdoors and on trips out with the childminder. Children effectively learn about the world around them as they explore the local community. They talk about people in other countries as they

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who attend

enjoy crafts connected with different festivals. The childminder does not always fully extend children to think about things and explore their own ideas, for example about what may come out of eggs.

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who attend

The childminder spends much time engaging in purposeful dialogue with children. She often encourages their conversation skills to help children move on and to extend their language. The childminder encourages children to express themselves through pretending, for example to be butterflies after listening to an associated story. The childminder clearly describes what young children are doing and extends use of their words by offering full sentences and correctly pronounced words, such as 'African snail'.

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who attend

The childminder has good knowledge to teach children appropriate skills in each of the areas of learning, including in literacy and mathematics. She introduces books with enthusiasm so that children are keen to choose their own and pretend to read to each other. Young children enjoy using a variety of tools to foster their interest in making marks, including paintbrushes. The childminder introduces a wide range of mathematical words skilfully. Young children recognise numbers and position words and use them as they play. For example, in a game of hopscotch, they say who is going 'next', count the jumps and say the figures on which they land. Children demonstrate good confidence to carry out their own play ideas, fetching items they need and concentrating on doing things for themselves. As a result, they effectively gain skills to stand them in good stead for their next stage in learning and for their eventual move to school.

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

The childminder sensitively develops strong, positive relationships with children. She offers parents considerable support and time to settle their children. She fosters a good sense of security and emotional well-being, as she shows deep concern for children's feelings and meets their care needs without delay. She robustly supports children to feel comfortable, to share their thoughts and communicate about what they are doing. The childminder is a good role model and enhances children's self-esteem through sincere praise and encouragement. Her supportive strategies that include gestures appropriate to their ages and stages of development help children to behave well. For example, she calmly discusses a situation with children, gives explanations and focuses on the positives. She commends their sharing equipment, for example, when they give a toy to a younger child.

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

The childminder is attentive to children so that they effectively learn how to keep themselves and others safe. They learn to negotiate steps around the house and garden safely and recognise how to handle tools with care, such as pens. Children frequently practise road safety and fire drills so they know how to keep themselves safe on outings and to respond in an emergency. The childminder's home is well equipped for children of all ages and she provides a wide range of play resources that children choose from low storage. As a result, children become adept at planning and organising activities for themselves. This system helps children become independent as learners in readiness for the next stage in learning.

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

The childminder helps children gain an understanding of the importance of a healthy lifestyle. She attends to very young children to keep them clean, dry and comfortable at all times. The childminder recognises the importance of children playing outdoors in the fresh air. She enables them to benefit from a stimulating range of physical activities outdoors and to enjoy regular walks, including to parks. The childminder offers support so that children learn to manage their personal and hygiene needs appropriately. Younger children learn to clean their hands with wipes and gel to help reduce the risk of the spread of germs. The childminder teaches children about the importance of a healthy diet, growing potatoes and talking about the nutritious foods they choose during snack times. These activities mean that children learn effectively about a healthy diet.

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provision

The childminder meets her responsibilities regarding safeguarding and welfare requirements at all times. She has a good understanding of safeguarding policy and practice. She implements these consistently to create an environment that is safe, welcoming and stimulating for children. The childminder has a strong knowledge of how to protect children. She never leaves unchecked people alone with minded children. She is well aware of how to respond when she has a concern about a child. The childminder follows and shares her comprehensive policies on confidentiality and the acceptable use of technology. The childminder keeps her home well maintained, clean and secure at all times. She regularly reviews her risk assessment of the house, garden and equipment and completes daily checks. The childminder risk assesses outings to contribute effectively to children's safety. She keeps to legal ratios and closely supervises children of all ages and

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provision

their play at all times, including when they go on outings.

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provision

The childminder conscientiously carries out her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. These include regularly summarising of children's progress so that they continue to achieve well in each area of learning. The childminder demonstrates particular focus on monitoring the educational programme to prevent any gaps in children's learning arising. She successfully personalises her teaching so that each child benefits from the range of activities offered.

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provision

The childminder is committed to a well organised, regular and effective professional development programme that improves the quality of teaching. She makes good use of evaluation to set priorities and targets for improvement. The childminder values the views of parents and follows children's preferences closely. Her development plans include adding names to coat pegs; refurbishing the garden after the winter and further training to support children and their families. She is also working towards gaining a recognised quality assurance award. The childminder has implemented effectively the recommendations from the previous inspection regarding enhancing assessment and planning, equality of opportunity, partnership working and self-evaluation. This shows a good capacity for continuous improvement.

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provision

The childminder is well aware of the importance of links with other providers for the continuation of children's care and learning and she achieves this well in practice. Effective partnerships with parents strongly benefit children's settling and progress in learning and development. The childminder and parents exchange good information about the care, learning and development of the children. She strives to work well with parents and carers to meet the individual needs of each child and has considerable knowledge and experience of meeting very young children's medical needs. The childminder encourages parents effectively to share details about children's achievements and progress in the setting and at home through in-depth conversation, daily diaries and quality journals. Many parents warmly praise the childminder and willingly commend her to other families.

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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 EY431433 Local authority South Gloucestershire Inspection number 955660 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 5

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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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