Childminder in Bristol

Inspection date

Previous inspection date 13/05/2014 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 focuses well on children's learning, spending much time engaging in purposeful dialogue to challenge and explain things to them.  Overall, children use a wide range of resources that are accessible to them. They have ample time to practise what the childminder teaches them.  The childminder is motivated and enthusiastic about her work; she focuses on her professional development so that 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 provide a wide range of printed materials in the environment, to enhance children's early literacy skills.

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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 from a parents' survey.

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Inspection activities

 The inspector sampled a range of documentation, including children's records, planning, safeguarding procedures, policies and training records.

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Information about the setting

The childminder registered in 2012. She lives with her partner and three children in a house in Bishopston, Bristol, close to shops, parks, schools and public transport links. The whole of the house is available for childminding and access to the property is up three steps. The childminder offers childcare before, during and after school. In school holidays, she provides care on Monday and Tuesday, and on Friday until 1.30pm. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. There are three children in the early years age range on roll, on a part- time basis. The childminder supports a number of children learning to speak English as an additional language. She has a degree in early childhood studies and is a member of a local childminding network.

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

 encourage young children's developing early literacy skills further by providing more opportunities for them to see print in the environment, for example through the use of labelling.

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who attend

The calm, caring childminder knows each child well. She researches their starting points in learning and development effectively, through good partnerships with parents. The childminder closely observes children's activities and assesses their progress accurately. She prepares and gently offers stimulating activities that challenge children's individual capabilities, to help them make further progress. The childminder gains considerable information from parents about how they support their children's play and learning. For example, she includes parents' comments in children's learning journals and welcomes them teaching her songs in their languages, for her to sing with children.

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who attend

The childminder encourages young children to gain good personal skills as they play cooperatively for increasing times in varied, stimulating, indoor environments. Children increasingly negotiate to share equipment, for example when painting and drawing with chosen colours and tools. The childminder effectively supports children's early communication and language. She continually talks to them, describing what they are doing and asking them questions. The childminder reads the books that children choose, introducing new words and sounds, such as the names of animals and the noises these make. However, children do not see a wide range of printed words in the environment to support their early literacy skills as, for example the childminder has not labelled toy storage containers. The childminder teaches children the early stages of mathematics in conversation. She strongly supports their growing understanding about numbers as they

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who attend

spontaneously count the steps on stairs and recognise numbers as they play.

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who attend

The childminder enables children to develop good use of their small muscles to place items carefully where they wish these to be. For example, children pile pretend food they have 'cut open' and eagerly help to chop bananas for their snack. They operate a Jack-in- a-box and manage to fold the toy back into its container. The childminder challenges children to think and find out more. She offers different instruments for them to explore, including a xylophone, and they begin to move in time to the beat of music. Children eagerly investigate ice in which the childminder has frozen plastic numbers. They remark on the coldness and hardness of the ice and learn that they must wait until it begins to melt, to release the objects frozen inside. The childminder develops children's ability to express their ideas and use their imagination, for example as they play with dolls and serve cups of 'tea'. Children concentrate particularly well. They confidently carry out their

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who attend

ideas by fetching items they need and doing things for themselves. As a result, they effectively gain independence 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 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. As the children's key person, the childminder ensures that every child's care is tailored to meet their individual needs. For example, young children respond to the childminder's distractions and suggestions so that they play happily and with the minimum of fuss. The compassionate childminder provides plenty of comfort and encouragement, which supports children in becoming self- assured. Young ones sit on her lap and use her as a base from which to explore. Children show their growing confidence as they take decisions for themselves and make independent choices.

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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. She is quick to teach them the house rules, such as sitting to eat. The childminder reminds young children to use the cold rather than the hot tap and offers explanations when teaching them how to use toys safely. They frequently practise leaving the house so they know how to respond in an emergency. The childminder uses supportive behaviour management procedures that are recorded in her clear policy. She sets a good example to children and praises them for cooperating and showing kindness to others. For example, she thanks them for opening doors and being polite. She uses a good range of toys and planned activities successfully, to provide opportunities for children to develop an awareness of the wider world. As a result, children learn to identify and respect people's differences.

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

The childminder teaches children well about keeping themselves healthy. Consistent hygiene procedures are in place and young children willingly respond, to keep themselves clean after messy play and before eating. Children show when they are hungry and enjoy choosing from a range of healthy foods, including fruits and vegetables. The childminder enables children to benefit from a stimulating range of physical activities indoors. Children move freely about the house and use a rocker; they sing and dance at a music group and explore resources at a play venue. The childminder helps children to enjoy daily outdoor play as they visit parks to run, climb, swing and slide in the fresh air.

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provision

The childminder is well organised and conscientious in providing good quality childminding that benefits children and their families. She has a strong knowledge and understanding of her responsibilities in meeting the safeguarding and welfare requirements at all times. She implements these consistently to create an environment that is secure, welcoming and entirely suitable to fulfil her childminding role. The childminder has a strong knowledge of how to keep children safe, including about child protection. Through training, she is well aware of how to respond if she has a concern about a child and of how to care for a child if they have an accident or injury. The childminder constantly reviews her detailed, recorded risk assessment for her home, to minimise hazards for children and to enable them to play freely and safely. She has implemented the action raised at her registration and taken all reasonable steps to ensure that she keeps hazards to children, both indoors

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provision

and outdoors, to a minimum. The childminder also risk assesses children's outings well, including to the park and an indoor play area. She supervises children well to meet their needs and keeps them safe at all times, including when they are away from her home.

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provision

The childminder understands her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. She proactively oversees the educational programme for each child; she checks that her planning and assessment are consistent with each child's needs, including those who speak English as an additional language. She closely monitors children's progress towards the early learning goals, using the Early Years Foundation Stage guidance to promptly address any gaps in learning. The childminder demonstrates a good understanding of her strengths and areas for further development, to evaluate and improve her service. She strongly values the views of parents about their children, including those expressed in her recent surveys. She is particularly sensitive towards young children's likes and preferences. She shares ideas with local childminders, to focus her plans and her future professional development where

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provision

these will best improve the provision for children. The childminder is particularly well qualified with a degree in early childhood studies. She has appropriate training, skills and knowledge, and a clear understanding of her roles and responsibilities. Nevertheless, she plans to attend further courses, as well as to rearrange her back garden so that children can use this on a daily basis.

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provision

The childminder works supportively and effectively with parents. She establishes particularly good working relationships with families, enabling their children to settle. The childminder provides a robust level of information for parents and carers about her service and the children's activities. She and parents effectively share details about children's progress through in-depth conversation, daily diary sheets and children's learning journals. Parents write that the childminder knows their children, so they are happy and progressing well. The childminder understands the importance of working in partnership with other providers, where children attend more than one setting.

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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 EY449713 Local authority Bristol City Inspection number 967295 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 3

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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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