Childminder in South Gloucestershire

Inspection date

Previous inspection date 14/07/2014 04/12/2009

p.1

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

p.1

This provision is good

 The childminder supports effective relationships so that children are happy, settled and confident in her home.  The childminder provides a language rich environment, providing good support for children learning English as an additional language.  Children develop a good awareness of safe and healthy practices through their daily routines and planned activities.  The childminder provides good support for children's key areas of development, which prepares them well for their next stage of development.

p.1

It is not yet outstanding because

 The childminder does not always share the next stages of children's learning with parents each time she updates them to enable them to support learning at home fully.  The childminder has no consistent system for gaining parents' feedback on her provision in order to improve her practice further.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities inside and outdoors.  The inspector carried out a joint observation with the childminder.

p.2

Inspection activities

 The inspector took account of the childminder's self-evaluation and parents' feedback.  The inspector checked safeguarding information and the premises.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder registered to care for children in 1981. She lives with her adult son in a house in Patchway, South Gloucestershire. Children mainly use the ground floor, including a playroom and an enclosed back garden. There are sleep and toilet facilities on both floors. The family keep fish in a pond in the back garden. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently four children on roll in the early years age range. The childminder holds a childcare qualification.

p.3

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

 increase the sharing of information with parents to support learning at home further

p.3

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

 improve the methods of reflective practice further by including parents' feedback when evaluating the provision.

p.3

who attend

The childminder provides good support for children's key areas of development. This ensures a firm foundation for children to continue to develop and prepares them well for school. The childminder encourages good communication skills, providing strong support for all children, including those learning English as an additional language, so they take a full and active role in all activities. Parents state that their children's English has improved especially through singing songs. The childminder provides a language rich environment, using gesture, pictures and words in children's first language, so children become confident communicators. The childminder encourages good listening skills, so young children point when they hear an aeroplane, a bird or wind chimes. The childminder provides good teaching techniques, such as using language in context and describing children's actions, which children copy and so soon learn new vocabulary. Young children

p.3

who attend

follow instructions, such as putting their hands together to catch a ball and using their feet to propel themselves on a swing or scooter. This also promotes their physical development.

p.3

who attend

The childminder follows children's lead, which motivates them to learn. For example, she notices a young child's interest in a programmable toy and encourages them to push buttons to see what will happen. This also helps children develop a positive attitude so that they are inquisitive and learn new skills. As a result, children are delighted with their achievements and explore further. The childminder encourages children's mathematical development throughout daily routines and activities. For example, she counts as children stack bricks and then they do the same. Young children enjoy filling containers with sand and learn shape names as they find a matching shape, and post the correct shape through. The childminder supports them well in learning through trial and error as she encourages them to turn the pieces around until they fit. She points out the patterns children make as they use different coloured chalk on a board.

p.3

who attend

The childminder gains good information from parents on children's initial abilities, including seeking written development records from previous providers children may attend. These enable her to know how to plan for children as soon as she starts minding them. She carries out settling-in observations and shares these with parents, so that she gets to know the children well and reassures the parents. The childminder informs parents of activities children enjoy, such as feeding the birds and matching pictures to find the bird names. As a result, parents extend learning taking their children bird watching for example. However, she has no system to ensure she informs parents each time she identifies children's next stages of learning, so that they can support learning fully at home. The childminder plans challenging activities from children's interests, which motivates them to learn. She identifies their learning needs and ensures she provides

p.4

who attend

experiences and opportunities to support their continuous development. For example, she uses stories to support children in understanding how to express their feelings appropriately. As a result, they all make good progress in their learning and development considering their starting points.

p.4

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

The childminder supports children well in building strong relationships and as a result they feel emotionally secure. They demonstrate this when they arrive and happily wave and say goodbye to their parents. The childminder supports children's independence and confidence well, taking children to groups to prepare them well for moving onto another provider or school. Children talk about their own families and other minded children, developing a sense of belonging and self-esteem. Parents comment positively on how much their children love going to the childminder and enjoy the many outings she organises. The childminder plans annually for children to celebrate a wide range of festivals, such as the Scottish Robert Burns Day and Buddhist Dharma Day. As a result, children develop a good positive awareness of people's differences. The childminder has a good awareness of children's care routines and recognises signs of tiredness or hunger.

p.4

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

She praises their kindness and provides a good calm role model. Consequently, children behave well.

p.4

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

Children develop a good understanding of having a safe and healthy lifestyle. They wash their hands thoroughly before eating, using liquid soap and paper towels to help prevent the spread of germs. Young children cooperate with nappy changing and the childminder uses hygienic procedures. The childminder ensures children sleep or are active according to their daily individual care needs. Children use tissues to wipe their nose and parents state that their children even tell them why they must put their hand over their mouth when coughing. The childminder steam cleans toys and keeps the premises clean. Children help themselves to their beakers of water and make healthy choices for snack, developing a good awareness of healthy eating. Children love being outdoors and having physical exercise. They use a wide range of physical equipment, which also promotes their ability to assess risks and take appropriate action. For example, even young children sit on

p.4

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

the low swing. They know to hold on and use their feet to push themselves backwards and forwards. This enables them to build their confidence and skills under the close supervision of the childminder to keep them safe.

p.5

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

The childminder provides a welcoming environment where children are confident to use all the space and explore their surroundings. She enables children to be active learners. They make choices about resources and choose whether to play indoors or outside. The childminder provides gazebos and shaded areas. This ensures that even the youngest children have protection from the sun when they are outside. The extensive resources outside enable those children who prefer to learn outdoors to extend their skills and interests further. Children sing along to songs, chase bubbles and name colours for example. The childminder organises many outings, which provides good opportunities for children to have real experiences and learn about the natural world.

p.5

provision

The childminder has a good understanding of her responsibilities in meeting the requirements of the Early Years Foundation Stage. She has kept up to date with safeguarding and first aid training so she has a good awareness of how to keep children safe and healthy. The childminder has all documentation in place to protect and promote children's welfare. She carries out effective risk assessments on her premises and for outings, ensuring she has appropriate equipment to meet children's individual needs, for example consistently changing cot sheets for children to sleep. The childminder has a good range of written policies and procedures that she implements, shares with parents and reviews annually to ensure they remain relevant and up to date. The childminder has a good system to monitor children's development overall, including the required progress check for two-year-old children. This supports her in identifying any gaps in children's

p.5

provision

development and ensures she seeks any additional support when required.

p.5

provision

The childminder uses self-evaluation to identify her strengths and reflect on her own practice. She effectively identifies her personal development and ways to improve practice. For example, she attended training on supporting children learning English as an additional language and now understands the value of encouraging children to use their first language. She talks to parents and provides a flexible service. However, she does not have a consistent system for seeking parents' opinions as part of her reflective practice. Since her last inspection, the childminder has sought support from the local authority and implemented new procedures to improve outcomes for children. She has increased her knowledge of the Early Years Foundation Stage and has documentation to help her plan and assess children's development. The childminder keeps records of when the children practise the emergency evacuation to review how to resolve any concerns. The

p.5

provision

childminder is preparing for working in partnership with other providers, when children will start pre-school later this year. She already seeks good information from others to support children coming to her from another provider. The childminder has strong positive relationships with parents, which contributes to her meeting children's learning and care needs well.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number 136142 Local authority South Gloucestershire Inspection number 842989 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10