Childminder in Bristol

Inspection date

Previous inspection date 08/07/2014 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder is a good role model for language and communication therefore, children have widening vocabularies.  The childminder has a positive approach to managing behaviour that teaches children effective ways to manage their own conflicts.  The childminder follows children's lead in play, extending their learning by adding new ideas; as a result, they are making good progress with their learning.  The childminder is warm towards the children and builds good relationships with them.  The childminder works in partnership with parents to measure children's progress and plan what they need to learn next.

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It is not yet outstanding because

 The childminder has not fully established how to promote children's learning at home by sharing by sharing ideas with their parents on how to extend activities.  The childminder does not always select-age appropriate story resources for younger children. Consequently, children lose focus and become distracted.

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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 viewed all areas accessed by the children.

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Inspection activities

 The inspector observed interactions, play and learning opportunities for the children both indoors and outdoors and sampled documentation records.

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Inspection activities

 The inspector spoke to a parent and took account the views of parents through documentation.  The inspector spoke with the childminder at appropriate times during the inspection.

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Information about the setting

The childminder registered in 2013. She lives with her partner and two children in Bristol. Minded children have access to all areas of the premises. This includes a fully enclosed garden to the rear of the property. The family have a hamster and tropical fish. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder has an early years qualification at level 3.

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

 ensure younger children are fully engaged during story sessions by selecting suitable books, taking into account their age, interest and level of understanding

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

 extend ways in which parents can reflect on topics children enjoy by providing them with ideas of how to further extend their child's learning at home.

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who attend

The childminder has good procedures in place for settling children in quickly. She works closely with parents and encourages them to share what they know about their children's interests and needs. The childminder uses this information to help children settle and to establish their starting points. The childminder has a well-resourced home for children to play in and areas that add a homely feel. As a result, children show a sense of belonging at the childminder's home. The childminder has good observation and assessment systems in place that enable her to see if children are making good progress. The childminder plans and provides a variety of activities based on children's interests that meet their learning needs and that cover all areas of learning. The childminder uses circle time as a session to teach children important literacy and social skills such as looking and listening to books and one another, sharing and taking turns.

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who attend

Although all children are making progress with their literacy development, the youngest children are less engaged in these activities because the childminder misses opportunities at times, to promote their reading and writing skills. As a result, she does not fully extend their ability to develop new literacy skills. The childminder follows children's interests that she has observed including those that parents share from home and takes opportunities to teach and encourage them further. For example, children show an interest in bubbles at home so the childminder plans bubbles play activities. The childminder helps children understand the importance of care routines and uses play to help them overcome anxious feelings they may have. For example, children explore using paintbrushes in play, which helps them to overcome their fears of brushing their teeth. This is encouraging children's emotional development, promotes their self-care skills and teaches children about how to

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who attend

The childminder teaches children to be independent. For example, children get their own shoes on before going outside and wash their own hands before snack. The childminder is skilled at following children's lead in play while teaching them new vocabulary and extending their knowledge about things. For example, when children play with toy horses they makes 'click clock' sounds as they pretend the horse is running. The childminder extends this by initiating a conversation about horses by teaching words like 'tail' and 'jump' and explaining how to keep safe when riding horses. Consequently, children learn about the importance of wearing helmets to keep safe.

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who attend

The childminder keeps parents well informed about their children's progress. There is a good two-way sharing of information with an electronic system, daily diaries, informal assessments and verbal discussion. The childminder consistently shares the learning records and children's learning priorities with parents. However, she has not fully established how to promote ways to encourage parents to extend their children's learning at home. The childminder makes good use of parent's observations to inform her activities. As a result, activities reflect children's current interest at home, which helps to motivate and engage them in purposeful play.

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

The childminder has well-established systems and procedures to ensure that children are happy and settled. For example, prior to starting, the childminder offers numerous visits to the parents to help children feel secure. She sends out regular newsletters and electronic information to ensure that she always engages well with parents. Visits support children and their parents exceptionally well as they confidently attend the setting and form secure attachments with the childminder. The childminder adapts her practice skilfully to meet the needs of the range of children that attend.

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

Children's behaviour is exemplary. The childminder promotes turn-taking and house rules, which teach the children positive behaviours. For example, children independently resolve some of their own conflicts as the childminder consistently uses and models this strategy with them. The childminder continuously praises the children for working together and following instructions. She is calm and consistent in her expectations of the children. The childminder encourages children to think about their behaviour and reflect on what they could have done. She manages behaviour by focusing on their positives aspects rather than negatives; she teaches children about empathy from a young age.

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

The environments are inclusive for children's needs. For example, the childminder supports children to learn about the wider world and celebrates cultural differences with them. The childminder has created environments that enables children to fully access and participate in the activities on offer. Displays are vibrant and children are encouraged to use them independently. For example, children have number lines where they can count and recognise numbers. Children have many opportunities inside and outside. The environment is equipped with high-quality toys and resources, which challenge children's development successfully. The childminder consistently reminds children how to keep themselves safe, such as talking to them about how to climb up and down the stairs with supervision. Children have an excellent choice of snacks and mealtimes are a social event. The childminder teaches children to make healthy choices as they choose from a variety of

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

There are robust safeguarding procedures in place to keep children safe. The childminder supports children's emotional well-being exceptionally well; this helps them in their transition from home and helps parents who find separation difficult. Children's self- esteem is highly developed by the childminder and the children respond fantastically to the praise and attention that they receive.

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provision

The childminder has a secure knowledge of the safeguarding and welfare requirements and meets them successfully. The childminder maintains all the required documentation that helps support children's safety and welfare. The childminder has completed child protection training and as a result, she has an up-to-date knowledge of how to identify and report any child protection concerns. The childminder ensures that her home remain safe. Visitors are limited to outside of minding hours and are not left unsupervised around children. Any visitors during minding hours are asked to sign in and out. The childminder has carried out extensive risk assessments and has a good range of policies that help to promote children's safety. Daily risk assessments checks ensure ongoing safety and more detailed risk assessments are regularly reviewed and monitored.

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provision

The childminder effectively evaluates her service and the educational programme that she plans for children. She makes good use of her assessments to identify whether children are enjoying and achieving. The childminder actively seeks the views of parents through questionnaires ensuring ongoing development of her service.

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provision

This is the childminder's first inspection since registration. The childminder shows a strong commitment to the continual development of her practice and skills. As a result, she offers a good service, which benefits children. She values the benefits that evaluating her practice can bring to children's care and learning. She is effectively using a software programme to monitor children's learning to ensure they are all achieving to their full potential. To meet the needs of all parents, she also keeps paper documents in addition to online information. Views of parents and children are included in the monitoring process. Parents state that the childminder provides high-quality care and that their children are happy. They are well informed about the service provided when their children first start and through ongoing communication. Consequently, there is a consistent approach to children's care and learning. For example, the detailed policies and procedures are shared.

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provision

The childminder values partnership working and the impact this can have on children's welfare 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 EY471541 Local authority Bristol City Inspection number 952007 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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