Childminder in Bristol

Inspection date

Previous inspection date 29/07/2014 17/09/2010

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder provides a well-organised and secure home environment for children, which promotes progress in their learning and development.  The childminder builds strong relationships with parents which contribute towards how well children's health and welfare needs are met.  Children are happy and settled. They benefit from the kind and caring attention the childminder provides. This promotes their emotional security, so they are ready to learn.

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It is not yet good because

 The childminder does not always follow her risk assessment procedures in regard to cleaning materials.  The childminder does not provide challenging activities consistently tailored to children's individual needs and interests.  The childminder does not always extend children's learning as they play.

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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 indoors and outdoors.

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Inspection activities

 The inspector sampled documentation, including children's records, assessment records and regulatory documentation.

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Inspection activities

 The inspector spoke with the childminder, children and parents at appropriate times during the inspection.

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Information about the setting

The childminder registered in 2010. She lives with her husband and three children in Brislington, Bristol. The ground floor of the premises, and the first floor bathroom, are used for childminding. Children have access to a secure outdoor play area. Access to the house is down three steps. The childminder is registered on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register. The childminder currently has six children on roll; of these, four children are in the early years age group.

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must:

 implement procedures in the risk assessment, so all areas of the home are safe for children to use, in particular that cleaning materials are not accessible to children in the bathroom

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must:

 use observations to assess children's progress effectively across all areas of learning in order to provide them with challenging experiences tailored to meet their individual needs.

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

 raise the quality of teaching so it is consistently good by observing children's engagement in activities and being ready to extend children's thinking by providing additional resources and asking challenging questions, to help them think critically and develop their ideas.

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who attend

The childminder provides children with a wide range of suitable activities. They often go on planned purposeful outings to the park to use large play equipment. Use of such equipment provides children with additional challenge in their physical play. They go for interesting walks, attend toddler groups and meet with other childminders. These various outings promote children's personal, social and emotional development effectively, by helping them socialise. The childminder introduces different themes throughout the year to promote learning suitably. These help her teach children about the changing seasons, and introduce different festivals, so children learn about the natural world around them, and that families have different customs. The childminder encourages children's communication skills suitably through relaxed conversations as they play. The use of themes and outings extends their vocabularies.

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who attend

The childminder introduces planned adult-led activities in her home too. For example, she uses cooking activities to teach children a range of skills, such as to measure ingredients and mix them together. This activity provides children with practical play to develop their mathematical skills and hand-to-eye coordination. The childminder incorporates children's interests, such as their enjoyment of playing with water. The childminder provides measuring jugs, for example, and together they identify the numbers printed on the side. Children recognise some low numerals, but are soon referring to higher ones as they repeatedly fill and empty the jug. This interaction extends children's learning successfully, but the childminder is not always alert to such opportunities.

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who attend

The childminder ensures there are plenty of creative materials for children to use. For example, crayons and chalks are available for children to practise making marks and drawing. Use of these underpins their early writing skills in readiness for the next stage in learning. The childminder adds sand to paint to create a different texture to link with the beach theme she is promoting. This helps children to make links across their learning. However, the childminder does not always extend children's play to progress learning quickly. For example, when children want to use puppets she does not provide good support to help children achieve their aims. Consequently, children lose interest and the opportunity to create an exciting activity and extend children's learning is lost. Likewise, the childminder does not pose challenging questions consistently to encourage children's thinking. This weakness shows that the quality of teaching is not consistently good.

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who attend

The childminder's system to observe, assess and plan for children's progress in not good enough. She assesses children's progress regularly. She shares this with parents, so they know what their children achieve and the activities they do. Parents often contribute their comments and examples of children's achievements at home, showing that the childminder involves them suitably in their children's learning. The childminder determines what children need to learn next at the beginning of the year, and from her ongoing observations. However, she does not use this information sufficiently, to make sure that she provides experiences linked to what they need to learn. This weakness slows progress. Likewise, she does not always monitor whether children have achieved these aims. Consequently, the childminder does not always extend children's learning well. Nevertheless, overall children make steady progress. They are suitably prepared for the

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who attend

next stage in learning. The childminder completes the required progress checks for two- year-old children, and shares these with parents.

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

The childminder provides a homely and welcoming environment for children, so they enjoy coming. She forms warm relationships with them. This relationship contributes well towards how settled and secure they are. It means they are emotionally secure when with her, and ready to learn. For example, children play confidently, and happily select toys and resources for themselves, which promotes their independence. There is a good range available to promote children's all round development.

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

The childminder teaches children to look after the toys and put them away. This approach helps children learn about keeping themselves safe. For example, they learn the importance of picking up toys when they have finished with them, so they do not fall over them and hurt themselves. The childminder teaches children about road safety rules when on outings and evacuating the premises in an emergency. The childminder risk assesses her home suitably. However, she does not always remember to put cleaning materials out of children's reach. This places children's safety at risk, but no child has come to harm.

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

The childminder promotes a healthy lifestyle with the children. They play outdoors daily and develop physical skills in using a wide range of small and large equipment. The childminder provides children with nutritious meals. She teaches them effectively about the importance of healthy eating. She is particularly careful to find out about individual dietary requirements. She ensures that all food and cooking activities comply with these. The childminder is fully aware of children's health and medication needs, so that she is fully prepared to respond if a child is unwell or has an accident. This attention means that the childminder meets children's care needs. Parents are extremely pleased with the care the childminder takes.

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

Children behave well. The childminder provides them with clear, consistent boundaries, which helps them learn how to behave. The childminder is a positive role model to the children. She has a calm approach, using praise and encouragement to reward children's achievements and positive behaviour. This strategy boosts children's confidence and self- esteem. It motivates their learning and prepares them for moving to school and pre- school.

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provision

The childminder has a sound understanding of the requirements of the Early Years Foundation Stage, but does not meet them all. Otherwise, she is well organised. For example, she maintains all required documentation in good order. She shares her policies and procedures with parents so they have a clear understanding of the service she provides. Parents state they feel well informed about all aspects of their children's care. They value the positive relationships they have with the childminder, and how settled their children are. The childminder gathers necessary information from parents about their children, and makes effective use of it to meet their care needs.

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provision

The childminder has an appropriate understanding of child protection issues and knows what to do if she has concerns about a child's welfare. The childminder undertakes an effective risk assessment. She identifies potential hazards in her home and knows how to minimise risks identified. For example, she secures the front door so that children are unable to leave unaccompanied. There is a fence and a locked gate across the upper level of the garden. This means children play safely on the patio without the risk of falling down the steps to the lower garden. The childminder uses cupboard locks in the kitchen where cleaning materials are stored. However, the childminder does not always follow her risk assessment procedures. In the bathroom upstairs she had not ensured such items were stored safely, in line with her risk assessment procedures. This oversight placed children's safety as some risk.

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provision

Since the last inspection, the childminder has worked hard to develop her practice. She has increased her range of toys and improved her toy storage. Consequently, children now have plenty of choice, and select toys independently. This change improves their ability to learn independently. The childminder has addressed most of the recommendations raised at the last inspection. For example, she has increased the range of creative activities she offers, to improve children's learning in this area. She has improved her risk assessments for outings, so these are thorough and identify ways to keep children safe when out in the community. She is continuing to develop her self-evaluation processes, and identify areas for further improvement. The childminder is keen to develop her skills, and is currently working towards an early years qualification at level 3. This shows her determination to drive continuous improvement.

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provision

The childminder has improved her knowledge and understanding of the learning and development requirements. Overall, children make steady progress. However, the childminder does not consistently monitor children's progress in all areas, or use what they need to learn next when planning and providing activities. Consequently, the childminder does not always extend children well enough.

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provision

The childminder liaises well with other early years settings children attend. She finds out about their planning so that she can reinforce children's learning. Children benefit from this cohesive approach.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure the premises and equipment used for the purposes of the childcare are safe and suitable for that childcare (compulsory part of the Childcare Register).  ensure the premises and equipment used for the purposes of the childcare are safe and suitable for that childcare (voluntary part of the Childcare Register).

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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 EY406506 Local authority Bristol City Inspection number 844972 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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