Childminder in South Gloucestershire

Inspection date

Previous inspection date 07/04/2014 27/04/2010

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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

 The childminder has a good awareness of children's interests and follows their lead, which motivates children to learn.  The childminder organises her wide range of resources well so that children learn through playing and exploring.  The childminder seeks good information on children's starting points and makes regular observations of children's development, which enables her to plan effectively for children's next stages of learning.  Children settle quickly, build good relationships and behave well.

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It is not yet outstanding because

 The childminder does not fully support children's active learning by enabling them to learn by solving problems through trial and error.

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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

 Children settle quickly, build good relationships and behave well.  The inspector carried out a joint observation with the childminder.  The inspector checked safeguarding information and the premises.  The inspector took account of the childminder's self-evaluation and parents' survey.

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Inspection activities

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

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Information about the setting

The childminder registered in 2007. She lives with her husband and two children in the older years age range, in the Bradley Stoke area of South Gloucestershire. The whole of the ground floor, including a dedicated playroom and toilet facilities, are used for childminding. There are sleep facilities on the first floor and a fully enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is currently minding six children under eight of these three are in the early years age group. The childminder attends the local toddler group and takes children to the local park. The childminder has a childcare qualification at level 3.

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

 increase awareness of promoting children's active learning further by encouraging them to solve problems through trial and error.

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who attend

The childminder seeks valuable information from parents and makes regular observations in order to have a good understanding of children's starting points and continuing development. The childminder keeps extensive records of children's learning and uses her observations effectively to plan a balanced range of activities so that children have experiences promoting all areas of development. The childminder uses children's interests well to motivate them to learn. She notices what children show interest in and overall provides good support to extend their learning. The childminder shares her planning with parents so that they can also support their children's learning at home.

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who attend

Children make good progress in their key areas of development, which prepares them well for their next stage of learning and school. Even children who are new to the setting are confident, independent and cooperate. For example, children play together at running a shop. They select items and handle pretend money. The childminder provides effective support, showing children how to operate the till and asking them to pass her a certain number of items. This also promotes their mathematical skills and understanding of the world. Children are active learners, making choices and moving freely around the premises. This enables them to initiate their own learning. However, the childminder does not fully support children in learning through trial and error. For example, children choose a puzzle and start to join pieces together; when the childminder joins them she gives children the correct pieces one at a time instead of highlighting shape or colours. Children

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who attend

climb through tunnels and balance on a low-level stool, which promotes their physical development. They use a range of tools and writing resources. The childminder uses children's interests to extend their vocabulary by encouraging discussions. She supports children who are learning English as an additional language well, labelling items and using visual aids. The childminder sounds the first letter of words so that children begin to link sounds to letters. They listen well to stories, ask questions and join in with familiar words.

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who attend

Children develop good imagination through their role-play and the many art and craft activities. For example, children enjoy mixing paints and noticing what happens when they make handprints. The childminder talks to them about the process they are going through and encourages children to use descriptive words. She helps them count how many fingers they have and to recognise colours. Children explore sand, finding out how they can use it in moulds or make their own constructions. Overall, the childminder provides good support so that children remain at activities until they complete them to their own satisfaction.

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

The childminder supports children well in understanding safe and healthy practices. The childminder has attended training on healthy eating and the importance of exercise. As a result, she provides children with healthy snacks and fresh drinking water. Children wash their hands before eating and the childminder provides them with individual towels. The childminder encourages them to wash their hands again when they finish eating so that the toys and equipment do not get sticky. The childminder provides a good role model and follows hygienic procedures to change children's nappies. All of these procedures help to prevent the spread of germs and protect children's health. The childminder practises the emergency evacuation procedures with children and teaches them road safety on outings. This helps children learn to keep themselves safe. Children behave well and learn to understand the childminder's expectations. They know they must sit at the table to eat

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

and not snatch toys for their safety and social development. The childminder provides a good role model, thanking children and praising them for sharing.

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

The childminder organises the playroom well, providing an extensive range of resources promoting all areas of development. For example, children develop early writing skills through good access to age and stage appropriate resources. Children enjoy exploring treasure baskets; young children enjoy using their senses and older children describe the items and suggest how they can use them. Children have daily opportunities to be outside, go to the park and use local groups to extend their learning further. The childminder organises many outings to provide real experiences for children based on their interests, such as visits to the farm or museum.

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

The childminder supports children well in preparing them for moving on to another provision. She encourages their independence and supports children in building good relationships. The childminder uses stories and games to support children in gaining a positive understanding of what they can expect and helps them to become independent. Children go confidently to the childminder to sit on her lap for stories. All children help to tidy up and learn to take care of the environment. Children are confident in the childminder's home; they settle quickly and are happy. This supports their emotional well- being effectively.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements. She organises her documentation very well for the safe and efficient management of her provision. She carries out thorough risk assessments and maintains good equipment to keep children safe. For example, there are child locks on low-level kitchen cupboards, a stair gate to the stairs and smoke alarms on each floor. The childminder attends safeguarding training to help her ensure she knows correct child protection procedures. As a result, she has a good understanding of the signs and symptoms she needs to be aware of to protect children's welfare. The childminder effectively implements her clearly written policies and procedures, which she provides for parents. This ensures they all receive consistent information and know how she manages her provision.

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provision

The childminder has an efficient system to easily track children's progress and identify any gaps in their learning. This includes the required progress check for two-year-old children, which she completes for parents in extensive detail. The childminder works well in partnership with parents to seek good information to ensure consistent care and learning. She uses a daily diary to exchange information and regularly shares the children's development files with parents. She builds effective partnerships in preparation for children starting school and shares information with children's key person if they attend another setting. This enables her to provide a consistent approach to children's care and learning.

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provision

The childminder attends regular training to continually update her knowledge and implement new ideas to improve her provision. She carries out successful self-evaluation and identifies effective ways to continue to improve her practice to benefit the children. For example, she is seeking training on supporting babies' weaning processes and looking at developing her garden to provide an area for children to grow their own produce. The childminder uses discussion and questionnaires to seek parents' feedback, so that she can ensure she meets their needs. Parents' comments are very positive, including the childminder's effective support for managing children's unwanted behaviour.

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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 EY347827 Local authority South Gloucestershire Inspection number 959323 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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