Childminder in South Gloucestershire

Inspection date

Previous inspection date 07/07/2014 15/10/2008

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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 provides good support for children's critical thinking so that they learn to solve problems and understand about cause and effect.  The childminder effectively promotes children's emotional well-being and has high expectations so that children make good progress in their personal, social and emotional development.  The childminder plans exciting activities, which motivate children to become confident, active learners.  The childminder is committed to her ongoing development and seeking ways to make continuous improvements to outcomes for children.

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It is not yet outstanding because

 The childminder does not fully involve her assistants in monitoring the quality of the provision and children's overall development, to ensure a consistent approach.

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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 inside and outdoors.  The inspector carried out a joint evaluation of an activity with the childminder.  The childminder checks safeguarding information and the premises.

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Inspection activities

 The inspector took account of the childminder's self-evaluation and parents' survey, as well as parents' written comments left for the inspection.

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Inspection activities

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

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Information about the setting

The childminder registered in 1994. She lives with her husband and adult child in Mangotsfield, Bristol. One of the childminder's daughters works as her full-time assistant. Another daughter and her husband both work as her assistants as and when required. The whole of the ground floor is used for childminding, including a conservatory and toilet. There are two bedrooms available upstairs for children to sleep. There is a fully enclosed garden for outside play. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently nine children on roll who are in the early years age range. The childminder also cares for children over eight years of age. She drops off and collects children from the local school and pre-school. The childminder and one of her assistants hold a childcare qualification at level 3. Her full-time assistant is working towards a relevant qualification.

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

 improve the sharing of information with assistants on children's overall development and the evaluation of the provision, to provide a fully consistent approach to children's learning.

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who attend

The childminder has a good understanding of child development and how to promote children's learning through planning purposeful activities and supporting child initiated play. She gains good information on children's starting points and observes their development. Consequently, she has a good understanding of each child's abilities, current stages of development and next stages of learning. She shares this information with parents. This enables her to plan effectively so that every child makes good progress in their learning and development.

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who attend

The childminder and her assistant provide good support for children's prime areas of development. This prepares them well for their next stage of learning and school. They engage children in purposeful conversations supporting them in recalling past events, such as meeting a pilot and seeing a real helicopter. The childminder encourages children to talk to each other about what they are doing, how they are using the resources and to develop their ideas. The childminder and her assistant respond well to babies' facial expressions and sounds, so they begin to be aware of turn taking in conversations. The childminder makes good use of daily routines as a learning opportunity for children. For example, children count how many children are present and find the correct number of cups and bowls for snack. Older children help cut up the fruit with the childminder, while the assistant helps younger children pouring water into beakers. The childminder asks if

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who attend

the fruit is divided fairly and when children say no she asks them what they need to do. As a result, children count to ensure they each have the same, cut some pieces again and talk about halves and quarters. This gives all children appropriate responsibility as well as helping to develop their social and physical skills.

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who attend

The childminder provides exciting activities linked to children's interests so that they become deeply involved in their learning. For example, she freezes items such as toy dinosaurs in ice. She asks the children how they can get it out. The children solve the problem by turning the container upside down and banging it until the block of ice falls out. Then they use a rubber mallet to break the ice. With the childminder's good support they notice what is happening to the ice, talking about it melting in the sun and getting smaller as they break it up. They use words such as slippy, cold and hard. Children comment that the ice may melt quicker if put in water and the childminder suggests that they try it to see. The children notice all the water on the floor and the childminder asks them where it came from. This supports children well in understanding about cause and effect. This leads to children wanting to do the activity again, so they choose toys to

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who attend

freeze, fill up containers with water and place them in the freezer. When younger children choose a sieve as their container the childminder uses this to ask children why it would not work. The activity motivates children to extend the activity further and make their own suggestions, such as making lollies by freezing fruit drinks.

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who attend

The childminder and her assistant join in with children's games extending learning through good support. For example, children use construction bricks and the childminder asks older children if they can find a brick that is the larger than one but smaller than another, promoting their mathematical development. Children remain at activities extending ideas and coming back to them later. Children enjoy whole group stories and have their favourites. They ask and answer questions, filling in familiar words when the childminder pauses. The childminder extends their vocabulary by asking them for alternative words. For example, when children are not sure of the proper name for a bun shop, she tells them it is a bakery. The childminder encourages children to think creatively, such as what would happen to the story if one of the characters made a different decision. The childminder ensures that she involves all children according to their ability. Children enjoy

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who attend

learning through their play and exploration, so every child reaches their full potential.

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

Children are confident in the childminder's home, build strong relationships with each other and behave very well. The childminder praises them for good manners, sharing and being kind. She uses stories to talk to children about what is good and bad behaviour, so children comment on a baby being bad because they didn't say please. In addition, they discuss how they all like different things so they learn to value other people's opinions, differences and choices. Babies are pleased to see the other children when they wake from their sleep and enjoy cuddles and reassurance from the childminder and her assistant. Parents state that the childminder nurtures, challenges and develops their children's confidence and understanding of the world. They suggest that their children benefit immensely by gaining independence and good social skills. The childminder works closely with parents, pre-schools and schools to help children settle. She reads them

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

stories and engages them in conversations and understanding routines, to prepare them well for moving on to another provider or school.

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

Children develop a good understanding of a safe and healthy lifestyle. Older children independently take themselves to the toilet, flush it after use and wash their hands. Babies sleep, eat and have their nappy changed according to their individual needs. The childminder and her assistant follow good hygiene procedures, such as wearing gloves to change nappies, to protect children's health Children make healthy choices for their snack and ask each other what they would prefer, so they choose different fruits and breadsticks. The childminder encourages children to assess risks for themselves such as asking them what they need to do when using knives. Consequently, children know they must stay at the table and be careful of the blade. The childminder reminds them it is just the same as using scissors. The childminder encourages children to give each other good space when using a mallet on ice. She asks them why they need to do this and the

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

children say that they do not want to hurt each other or themselves. Children learn to take care of themselves according to the weather, such as putting sunscreen and hats on to go out in the sun. They comment on how sunglasses stop the sun getting in their eyes and the cream stops their skin from burning. Children know to have regular drinks and help themselves to their beakers.

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

Children choose whether to play indoors or outside, where they select from a good range of resources and initiate their own learning. The childminder has a good range of equipment to meet the individual needs of children, support their development and help to keep them safe. For example, babies sit safely strapped into a highchair and children stand on a step to reach the sink. The childminder regularly rotates the resources according to children's interests and ideas. She plans many outings to support children's learning and provide real experiences, such as visiting Bristol airport to see aeroplanes and helicopters, travelling on a bus to the waterfront or a train to the beach.

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provision

The childminder has a good understanding of her responsibilities in meeting the requirements of the Early Years Foundation Stage. She keeps up-to-date with current child protection practices, which means she has a good knowledge of safeguarding children. The childminder and all of her assistants have current paediatric first aid training to help protect children's health and safety. The childminder carries out good risk assessments, reviews them regularly and works well with her assistant to supervise children and enable them to use all areas of the premises. The childminder has a good knowledge of each child's current development and their next stages in learning. This enables her to state where children need additional support and plan for any gaps in their learning. She shares observations and the progress check for two-year-old children with her assistants. However, there is a limited system to regularly share ideas on good practice or

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provision

information on children's overall development. This means that the childminder does not fully support assistants in having a comprehensive knowledge of children's learning needs.

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provision

Overall, the childminder uses good systems of self-evaluation, including parents and children's questionnaires to monitor her provision and identify actions the continuous improvement. For example, she has made labels of pictures and words ready to place on the resources to make it easier for children to make choices and to further promote the older children's literacy development. She has plans to extend the sheltered area outdoors so that children can play safely outside even in the rain. As part of the childminder's latest evaluation of her practice she recognises a weakness in sharing more responsibilities with her assistant. She now intends to involve them in keeping records. The childminder has attended extensive training since her last inspection and gained a childcare qualification. This has enabled her to improve outcomes for children such as introducing Forest skills, sign language and the government scheme Every Child a Talker to support communication

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provision

skills. She meets with other childminders to discuss good practice. In addition, she has also gained a recognised quality assurance award.

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provision

The childminder has good partnerships with parents and other providers children also attend. She provides parents with good information on learning and development requirements, including government guidance. She provides good information on potential learning from different activities so that parents can understand the benefit of activities and support learning further at home. The childminder provides good written policies and procedures so the parents know how she promotes and safeguards they children's welfare. Parents comment very positively on how they never have any concerns about their children's care while with the childminder. They state they receive good information and feel the childminder values their family backgrounds. The childminder works directly with parents and other providers so that they can ensure a consistent approach to children's care and 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 136165 Local authority South Gloucestershire Inspection number 842990 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 9

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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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