Pullman Julie

Inspection date

Previous inspection date 02/07/2014 03/02/2010

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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

 Children are happy and settled in the homely environment, which they keenly explore. The childminder knows children well and they form positive relationships with her.  Children use mathematical language well in their play showing good awareness of comparative language.  Children learn good independent skills as they prepare for their move to school.  The childminder uses a variety of tools to evaluate her provision and drive improvement. Good use is made of local network groups to share good practice.

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It is not yet outstanding because

 The childminder does not always give children the time to predict what may happen and test their ideas before offering solutions.

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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 children playing indoors and outside.  The inspector observed the childminder's interactions.  The inspector considered the written views of parents.

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Inspection activities

 The inspector sampled a range of documentation including learning diaries, policies and procedures.

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Information about the setting

The childminder registered in 1997. She lives with her husband and adult daughter in the Eastville area of the city of Bristol. Minded children have access to the ground floor, which includes the lounge, kitchen and bathroom. The spare bedroom on the first floor is used to accommodate children's sleep. There are several pets in the home, including a cat, a parrot, a tortoise, two leopard geckos, two ferrets and a corn snake. There is an enclosed rear garden available for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently five children on roll in the early years age range.

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

 provide children with more opportunities in their learning to predict what may happen and time to test their ideas

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who attend

Parents provide essential information to the childminder as their children start at the setting so that the childminder can plan a broad range of interesting activities. The childminder works more cohesively with parents following her last inspection to gain further information on children's achievements at home, such as recording new words spoken and reviewing interest sheets. The childminder adapts her planning well to accommodate key events in children's lives, such as making a card for a grandparent who is in hospital or an aunt who is getting married.

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who attend

Children play well together as they build towers with the large construction bricks. They take turns and rotate the bricks well until they are in the correct position showing good fine motor skills. The childminder gives gentle reminders to younger children not to slam the bricks on top in case they catch other children's fingers. The childminder commentates effectively on children's actions so that they develop good language skills. Children use mathematical language well as they build. For example, they comment 'it's getting taller'. The childminder does not always give children the opportunity to solve problems before she gives a solution. For example, the childminder points out that the tower is unsteady and that the base is too small; however, she does not fully encourage children to predict what might happen, to offer solutions or to test their ideas.

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who attend

Children confidently explore the homely environment and select toys of interest, such as a sound puzzle. Children match the vehicle and aircraft shapes well enjoying the different sounds they hear as the childminder introduces new vocabulary. Children show interest in the world around them. For example, when they hear an aeroplane they point to the sky shouting 'plane'. Children thoroughly enjoy looking at books with different types of vehicles, pointing out their favourites like the digger. They turn pages carefully showing respect for the resources.

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who attend

Children use language well to explain what they are doing, such as why they are mixing water into the sand. The childminder complements children when they think of new ways to transport the sand, such as 'that's a good way to scoop it out'. This models language and sentence structure to support children in their communication development. Children describe a previous activity very well. They explain how they used a pom-pom to make the body of the spider and eight pipe cleaners wrapped around the pom-pom to make the legs.

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who attend

The childminder assesses children's progress effectively. She makes regular and detailed observations of children's engagement in activities. She tracks children's progress and identifies key learning priorities to influence her future planning. She successfully evaluates children's next steps to see how activities have benefited the children and how she can move children on further. Therefore, children make good progress in their learning.

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

The childminder knows children well as she takes time to get to know them and talk to their parents. This means she has good knowledge of their interests so that she can organise the learning environment so that children can settle quickly. Children are keen to explore the toys and resources on offer and play cooperatively. Children are familiar with routines, which helps them understand expectations and boundaries. For example, when the childminder asks the children if they are hungry, children are quick to wash their hands and to climb into their seats independently. Children have a good sense of belonging as the childminder completes memory books to celebrate children's ongoing achievements. There is good support for children to learn the skills required as they move on to school, for example, to recognise and write their name. The childminder encourages children to label their creations independently, such as a flowerpot.

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

Children learn about safe practices. For example, they hold on to the doorframe as they descend the step into the garden so that they do not fall. Children are very knowledgeable about keeping themselves safe in the sun and happily wear sun hats. The childminder has made this into a fun activity for younger children as they wear different types of hat in their role play so that it is familiar practice. Children explain 'we wear sun cream so that we do not get sunburnt'. Children practise emergency evacuation procedures regularly so that they become aware of how to keep themselves safe. The childminder encourages children to think about the best exits from the house and garden depending on where a fire starts.

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

The childminder is a good role model and encourages children to learn about healthy lifestyles. Children are aware of routines. For example, after feeding the ferrets, children know that they need to wash their hands before they continue playing. Each child has their own flannel, which the childminder washes after each use, to prevent cross contamination of germs. Children thoroughly enjoy preparing their snack and use knives safely. The childminder uses this familiar routine well to encourage children to count the pieces of fruit, to talk about sharing equally and to observe texture, shape and colour of the different fruits. Children enjoy making healthy choices, such as which toppings to put on their pizza. Children become increasingly more aware of their own needs. For example, as the childminder has placed drinks at a low level children are able to access their cups when they are thirsty.

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

The childminder uses the local environment well to enhance children's experiences. For example, children are able to explore nature when they feed the ducks and visit the local garden centre. The childminder maintains safety on outings well helping children to understand about road safety.

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provision

The childminder has good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She enables children to move freely through the ground floor of the premises as she has completed rigorous risk assessments of all areas used by the children. The childminder has good understanding of child protection issues. She has secure knowledge of the possible signs and symptoms of abuse and follows the Local Safeguarding Children Board procedure should she have a concern about a child in her care. The childminder maintains all required documentation to maintain children's well- being.

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provision

The childminder works well in partnership with other early years settings the children attend. For example, she talks with the children's key person when she collects them from a local nursery and organises additional activities to complement their planning. Parents have high regard for the childminder and make positive comments about the service she provides. For example, parents describe how their children 'enjoy a variety of activities, the company and the space' and how children thoroughly enjoy their time with the childminder.

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provision

The childminder uses self-evaluation well to monitor the provision and to identify areas for improvement. She works closely with early years advisers and regularly attends network groups to share good practice and drive improvement. She has identified areas for improvement and has developed suitable action plans, such as to access more training and to review her policies and procedures in accordance with future changes in the Early Years Foundation Stage. The childminder has made good progress since her last inspection. Observations and tracking procedures enable the childminder to identify children's next steps in learning effectively and the childminder involves parents well in the assessment process. This demonstrates the childminder's good understanding of the learning and development requirements of the Early Years Foundation Stage.

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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 106625 Local authority Bristol City Inspection number 813295 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 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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