Childminder in Gloucestershire

Inspection date

Previous inspection date 24/07/2014 28/03/2012

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 plans a good balance of activities that support children's interests and challenges their development.  Children benefit from the healthy and nutritious food provided by the childminder.  The childminder models language effectively so that she supports children well to gain good communication skills.  The childminder patiently supports children to resolve conflicts independently and to encourage them to understand their emotions.

p.1

It is not yet outstanding because

 The childminder does not always give children the opportunity to solve problems independently.  Children have yet to complete a fire drill in the new setting to help them understand how to keep themselves safe.  The childminder has not shared information about all children who attend other early years settings to maintain continuity in children's care, learning and development.

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 children playing inside and outdoors at the park.  The inspector observed the childminder's interactions with children.

p.2

Inspection activities

 The inspector sampled documentation, including learning journals, policies and procedures.

p.2

Information about the setting

The childminder registered in 2012. She lives with her partner in a ground floor flat in Redland, Bristol. Minded children have access to all rooms. There is a park within easy walking distance for outdoor play.The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently has five children in the early years age range on roll. She also cares for older children on a part-time basis.

p.3

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

 support children further to solve problems independently

p.3

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

 develop further arrangements to share information with other early years settings children attend

p.3

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

 improve children's understanding of safety by completing regular fire drills.

p.3

who attend

The childminder takes time to find out about children's interests and capabilities through her observations and discussions with parents on their starting points. She uses this information well to plan a broad range of experiences, both adult-led and child-initiated, to stimulate children's learning. The childminder keeps learning journals of children's engagement in activities and demonstrates good understanding of their next steps in learning. She is beginning to share these with parents so that they can provide feedback on children's learning at home. The childminder assesses children's progress against the early years outcomes to ensure they are making good progress across the areas of learning. She will use this information to provide parents with a summary of children's progress when she completes the progress check at two years old.

p.3

who attend

Children participate keenly in the exciting activities prepared by the childminder. For example, children thoroughly enjoy making playdough. They measure the ingredients and combine them together to create the dough. The childminder provides children with clear explanation about eating the dough explaining that it is like bread and has gluten in it and therefore, some children are unable to eat it. The childminder's positive interactions help children explore different ways of manipulating the dough. For example, she demonstrates how to roll the dough in between her hands to create a worm and then wind it up to create a snail. The childminder knows that some children have a keen interest in mini- beasts and encourages children to talk about what they have seen in the park. The childminder supports children's language development well. Children state 'I'm making it flat'. The childminder extends the sentence introducing additional vocabulary saying 'you

p.3

who attend

are making it flat, you're patting it'. The childminder values children's ideas. For example, when a child explains that they are making prints with the shells on the dough, the childminder acknowledges their actions complimenting their idea and stating that she will have a go as well; thus modelling learning well. Children listen and follow instructions well, such as to roll the dough thinly and to wrap it around the shell to make an impression. Children are encouraged to develop creatively, such as to decorate their playdough sweet and flowers using gems. Generally, the childminder questions children well. However, she does not always give children the time to respond and to think about how they can solve a problem, such as when they do not roll the dough large enough to make a complete flower with the cutter. Children are very good at sharing the gems out equally. The childminder facilitates learning well providing cutters to match children's interests, such as

p.4

who attend

vehicles. Younger children imitate the actions of an aeroplane with the cutter and make the appropriate sound. Young children identify the train as it passes exclaiming 'choo-choo toot toot '.

p.4

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

The childminder provides a homely environment for children to explore freely. There is a good range of resources that reflect children's current interests, such as a train track. There is a comfortable area for children to relax, share stories and listen to or play music. Children have a close relationship with the childminder; they are happy and settled in her company.

p.4

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

The childminder helps children learn about healthy lifestyles and to make independent choices well. For example, she asks children what they would like for their lunch. Children decide to have egg fried rice, steamed vegetables and chorizo. Children gain good independent skills for their future learning. For example, children prepare the vegetables for their lunch and the fruit for their iced smoothies. Children use tools, such as peelers, competently with high regard for safety. The childminder has good knowledge of children's special dietary requirements and works well in partnership with parents to meet these needs. Children learn good hygienic practices, such as washing their hands before they eat their snack and discarding food that has dropped on the floor.

p.4

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

The childminder uses the local environment well to support children's interests, such as visiting the local train station. The childminder encourages children's to put on their shoes by themselves for outings to encourage their independent skills. She completes appropriate risk assessments of the venues. She takes appropriate equipment with her to maintain children's well-being, for example sun cream, snacks and drinks. The childminder talks to children about road safety and safe places to wait so that they are aware of boundaries to maintain their safety. There are good opportunities for children to be outside and active, such as when they visit the park. The childminder provides clear explanations to support children's understanding of safety, such as why it is important to sit down on the swing. The childminder helps children to resolve conflicts independently, such as to decide who will push the roundabout. She supports children to identify their

p.4

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

emotions, such as commenting that a child is feeling sad because the roundabout is spinning too fast. The childminder is respectful of children's play and offers a five-minute warning before it is time to go home for lunch. This helps children to become familiar with routines.

p.5

provision

The childminder has good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage to maintain children's well-being, overall. For example, there are good systems in place to gain consent from parents for homoeopathic remedies before administering them. The childminder maintains a safe and secure environment, which is risk assessed well. She has completed an appropriate emergency evacuation procedure. However, the children have not completed the procedure to help their understanding of how to keep themselves safe. The childminder has good knowledge of child protection issues, including the procedure to follow should she have a concern about a child in her care.

p.5

provision

The childminder provides a range of information to parents on the service she provides. This includes policies and procedures, which underpin the good childminding service provided. The childminder works well in partnership with parents, such as to develop consistency in language development and to promote confidence in toilet training. The childminder communicates appropriately with most of the other early years settings children attend to share information about children's care, learning and development needs.The childminder has good understanding of the learning and development requirements of the Early Years Foundation Stage. She has good systems in place to monitor and assess children's progress. She uses this information effectively to plan a broad range of experiences across the areas of learning. Therefore, children make good progress in their learning and development.The childminder has addressed the issues

p.5

provision

arising at the last inspection successfully. For example, her partner has completed a suitability check and she ensures that she does not leave children alone with unvetted adults. She ensures that she obtains all information about the children in her care from parents before they start at the setting. She has identified ways to drive improvement through self-evaluation, such as to continue to promote a homely environment and to work in partnership with parents more consistently.

p.5

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.5

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.6

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.6

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.7

Setting details

Unique reference number EY435587 Local authority Bristol City Inspection number 816735 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

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

p.9