Childminder in South Gloucestershire

Inspection date

Previous inspection date 24/03/2014 14/07/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are happy, keen to play and learn and rapidly growing in self-assurance because of strong relationships with the childminder.  Children make good progress in relation to their starting points and capabilities as the childminder provides interesting experiences for them to choose.  The childminder plans educational programmes that provide interesting and challenging experiences, particularly to promote children's communication and language.  Strong links with parents enable the childminder to share information about the children and their learning at home and in the setting.

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It is not yet outstanding because

 The childminder does not always encourage children to take an active role to develop their independence effectively.  The childminder does not consistently share information with other settings that children attend to complement children's learning experiences.

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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.

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Inspection activities

 The inspector had discussions with the childminder, children and parents and took account of information in notes 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, planning, safeguarding procedures, policies and training records.

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Information about the setting

The childminder registered in 1999. She lives with three adult children in the Staple Hill area of Bristol, South Gloucestershire, close to shops, parks, schools and public transport links. The ground floor and a first floor bedroom are available for childminding. There is an enclosed garden for outdoor play. The family has three rats and two dogs. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently minding eight children in the early years age range. The childminder employs an assistant to work with her as required. The childminder cares for children each weekday, including during the school holidays. She takes children to and collects them from local pre-schools. She attends several childcare groups on a regular basis and helps to run a local childminders' group. The childminder is gaining a home-based childcare qualification at level 3. She is a member of an approved

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Information about the setting

childminding network and is registered to receive the funding for free early education for children aged two, three and four years.

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

 provide children with more opportunities to develop their independence in readiness for the next stage of their learning, for example, during snack times

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

 strengthen communication systems with other early years settings that children attend to further support continuity in children's learning.

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who attend

The early years educational programmes implemented by the childminder cover all areas of learning well. The childminder has a secure understanding of how children develop and learn. She gains a good overview about children's routines and starting points during settling visits and through conversation with their parents. This information about children's achievements, interests and individual needs enables the childminder to help children achieve well in each area of learning. Children make good progress in their learning as they explore the range of activities in and out of doors. The childminder analyses her perceptive observations into aspects of the areas of learning and checks children's progress using guidance documents. She is well aware of how to complete progress checks for two-year-old children, to share these with parents and to address any gaps in children's learning. The childminder ably provides children with learning

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who attend

experiences linked to their next steps and interests. Using this approach, she engages them in play lasting a long time so that they learn effectively through responding to challenges and increasingly using their own ideas.

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who attend

The childminder's relaxed routine includes activities at different children's venues. She focuses strongly on developing children's personal and social skills and enhancing their abilities to communicate. The childminder joins in with children's emerging conversation, effectively using interesting comments and open questions to help children think and move forward in their learning. She responds enthusiastically to children's interests in books and pictures to help extend their vocabulary. For example, as children play with toy vehicles on an illustrated play mat, the childminder asks about the buildings and characters. She links these to things they have seen in the local community and helps them to use their imagination. The childminder draws children's attention to written words and frequently uses mathematical language in conversation to count and suggest size and position words. The childminder uses this approach successfully to teach children the early

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who attend

The childminder joins in with activities and play that children choose and enjoy. This motivates them to try things for themselves and extend their learning. Young children respond well to different experiences, including when the childminder engages their attention so they listen to instructions. Using physical skills that the childminder demonstrates, they eagerly explore materials and techniques, including painting, cutting and sticking. As the childminder consistently expects them to achieve for themselves, children gain good independence overall. Even young ones join in the preparation of activities, including helping to set out dough and tools. However, the childminder does not always encourage children to help to prepare fruits during snack times. This, sometimes, limits children's involvement and the development of independence skills. Children are often engrossed in stimulating, sensory play activities, for example as they create owls

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who attend

from pinecones and plant flowers for Mothering Sunday. The childminder encourages children to play with others and to develop their play. For example, alongside other children, they focus to create many shapes from dough and comment on the different shades of a colour. Children persevere and concentrate well so they make good progress in their learning to be ready for the next stage in their education.

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

The childminder's care practices support children to feel emotionally secure, and effectively help them to be physically and emotionally healthy. The childminder implements established procedures so that she welcomes and support families through the sharing of information about the children. As a result, toddlers and older children form close bonds and secure emotional attachments with the childminder. Children gain confidence to make their needs known and seek the childminder out for reassurance and a cuddle when needed. The childminder enables children to gain a positive approach to new experiences as well as to organised routines that help them to feel self-assured. She stores an interesting range of equipment and toys at a low level, so that children enjoy choosing different materials and resources to play with. This shows that children are gaining confidence to organise their own activities, which is a useful attribute for the

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

The childminder uses consistent and effectively thought-out systems for caring for children that result in them being happy and secure. She encourages children to concentrate and persevere as they enjoy activities that they develop for themselves, and ones that the childminder suggests. The childminder gives explanations of the clear boundaries she sets for children so they learn how to behave, for example, when on outings or walking across car parks. This also helps children become aware of potential hazards around them. The childminder gives young children gentle reminders to say 'please' and so they learn to be polite. She encourages children to take on responsibility. For example, they willingly share and help to tidy play materials away to make space for their next activity. As a result, children behave well and increasingly learn to manage their own behaviour in positive and sociable ways.

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

The childminder supports young children in gaining a good understanding of the importance of a healthy lifestyle. Children learn that their hands must be clean after toileting, and they begin to dress themselves, including for outdoor play. The childminder ensures that children are active indoors as they move freely in open play spaces, push toys including prams, and climb on soft play blocks. The childminder recognises the importance of children playing outdoors in the fresh air. She takes them on walks, for example to explore challenging equipment at a park. She plans visits to an arboretum where children learn to keep themselves safe as they balance on logs and climb low trees. The childminder teaches children about the importance of a healthy diet. At the setting and at children's groups, the childminder encourages children to plant, harvest and talk about vegetables and fruits that they choose to eat. Using this approach, the childminder

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

encourages children to keep themselves healthy as they grow up.

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provision

The childminder demonstrates a good understanding of her responsibility to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has detailed safeguarding policies, procedures and practice to create an environment that is safe, welcoming and stimulating for children. The childminder implements robust procedures to check that adults around children are suitable for their roles. The childminder has updated her training and has a good knowledge of child protection issues. She is familiar with the current referral procedures of her Local Safeguarding Children Board if she has a concern about a child. The childminder's risk assessment of the premises is effective, for example regarding security and use of stair gates. The inspection took place following information received by Ofsted that a child was briefly left unattended in a car. Ofsted made an unannounced visit and following this visit sent the childminder a

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provision

notice to improve regarding supervision of children on outings and staffing arrangements on outings to meet children's needs. The childminder provided appropriate information to address the notice to improve. At this inspection, the childminder demonstrates that she is meeting these requirements. She has robust risk assessment systems in place. These help to ensure children are safe at all times, including on outings, especially when getting children in and out of cars. The childminder closely supervises children, ensuring they are with her at all times.

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provision

The childminder has a good understanding of the learning and development requirements. This is particularly so in assessing individual children's current stages of development and planning what they need next to extend their learning. The childminder sets consistently good standards for her quality of teaching, making good use of publications, tracking documents and summary sheets to monitor children's stages and progress. The childminder engages in thorough self-evaluation to identify her strengths and areas for development. She values feedback gained from parents and children's preferences. She has responded well to address an action and recommendation set at previous visits regarding safeguarding children and prompt seeking of required suitability checks. This means children's safety and welfare is improved. The childminder makes clear, practical plans to develop her provision to improve outcomes for children. For example, she is

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provision

consolidating her use of documentation for children's assessment and continually extends the use of resources freely available to children. The childminder is completing coursework to gain a level 3 qualification. Consequently, she has a well organised, regular and effective professional development programme which is improving the quality of her teaching.

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provision

Partnership working is, overall, successful. The childminder has a good understanding of the importance of securing strong partnerships with other settings children attend. She gains written permission from parents to talk to their key persons, and parents pass on details about shared settings. However, the childminder has not contacted each provider in person. Therefore, partnership working does not fully support children's well-being and learning. The partnerships established with parents and carers are good. Parents value and appreciate the daily feedback. They provide the childminder with regular updates about the children's routines, needs and what activities they have done at home. Parents are complimentary about how their children enjoy their time with the childminder, and progress in their learning and development. They appreciate, for example, that all children are involved in frequent outings to interesting places in the community where they meet

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provision

other children and adults. They comment on how much the childminder enables their children to be gain self-confidence and to enjoy their learning.

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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 136326 Local authority South Gloucestershire Inspection number 955730 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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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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