Childminder in Bristol

Inspection date

Previous inspection date 15/10/2014 Not Applicable

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder has a poor understanding of how children learn and develop. She does not support children's progress effectively, owing to weak teaching.  The childminder does not provide a suitable learning environment for children. Activities lack challenge. Children do not have daily outdoor activities.  The childminder does not manage children's behaviour appropriately for their stage of development.  The childminder does not establish children's abilities and interests when they start with her. She does not identify assess children's stages of learning or identify what children need to learn next. She does not keep parents up to date with accurate details of their children's progress and development needs.  The childminder does not maintain an accurate record of the children's daily hours of attendance.  Self-evaluation is weak, and the childminder shows a limited capacity to improve.

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It has the following strengths

 Children are comfortable in the childminder's company.

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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 in the home, and accompanied the childminder on an outing.  The inspector held discussions with the childminder, children and a parent.

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Inspection activities

 The inspector sampled a range of documentation including children's records, and discussed the childminder's safeguarding procedures, risk assessments, and other policies and procedures.

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Information about the setting

The childminder registered in 2013. She lives with her two children in the St Werburghs area of Bristol. The whole of the childminder's home is available for childminding. The childminder is registered on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register. The childminder is willing to take and collect children from local pre-schools and schools. The childminder is bilingual; she speaks English and French. The childminder currently has one child in the early years age range on roll. There is no garden.

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must:

 igdentify the individual needs, interests, and stages of development of each child, and use this information to plan a challenging and enjoyable experience in the areas of learning and development through an appropriate mix of adult-led and child-initiated activity

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must:

 provide a stimulating, well-resourced and welcoming environment for children in which resources are readily accessible to them, so they can choose what they wish to do for themselves to initiate their play

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must:

 ensure an accurate daily record of children's hours of attendance is kept

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must:

 gain knowledge of how to provide parents with detailed information to help keep them up to date with their child's progress and development, including providing them with a short written report on children's progress, when children are between the ages of two and three years

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must:

 manage children's behaviour in a manner appropriate for their stages of development

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must:

 provide children with daily outdoor activities, unless circumstances make this inappropriate, such as unsafe weather conditions.

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

 develop robust self-evaluation procedures that clearly identify strengths and weaknesses in provision, to promote continuous improvement in what is offered to children.

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who attend

The childminder does not understand the learning and development requirements. She is unable to provide adequately for children's learning and development needs because she is unsure of the areas of learning. The childminder does not recognise children's abilities because she does not carry out effective observations and assessments. This means she does not plan suitable activities to challenge children, and any learning is incidental. The childminder does not understand how to undertake the progress check for children when aged between two and three years, or of the need to provide a short written report on this progress for parents. Her assessment methods do not provide her with the necessary information to do this.

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who attend

The childminder's learning environment is not stimulating or well resourced. Resources are limited. Those that are available, the childminder does not use effectively to promote learning. This means the childminder does not provide children with sufficient challenge in their play. For example, children spend time merely wandering around the room pushing dolls in toy buggies, and do not engage in purposeful play.

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who attend

The childminder talks to the children using both English and French, which helps children who speak French at home. Although the childminder speaks to children, she tends to focus on single words, such as saying, 'hello' in English. This interaction does not promote children's communication and language development sufficiently, because they do not hear a wide English vocabulary. There is a lack of suitable books. This means children are not inclined to look at books independently, so do not develop an enjoyment of books, ready for the next stage of learning. This weakness further restricts children's development of language skills and their understanding that words have meaning.

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who attend

The childminder shows little understanding of how children learn and develop. For example, the childminder expects young children to count to high numbers and corrects them when they cannot do so. This means that children's confidence is not developed. They do not gain a sense of achievement. This approach does not promote their personal, social and emotional development.

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who attend

The children are relaxed in the childminder's home. However, they are not developing the skills, attitudes and dispositions they require to prepare them for school or their next stage in their learning.

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

Young children are comfortable in the childminder's company. They receive reassurance from the childminder when required, which helps them settle. The home is safe for children; for example, the childminder has gates at the kitchen entrance and stairs, to prevent children gaining access to those areas. The childminder has a suitable evacuation procedure, and records show she has practised this occasionally with children. This supports children's safety, and teaches them what to do in emergencies.

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

Children behave well when engaged in activities that interest them. They understand expectations, such as sitting down to drink. The childminder uses some praise with the children when they do what she asks. For example, when sitting on the floor with them, the childminder encourages children to roll a ball to her and praises them when they do this. Sometimes behaviour deteriorates and children throw resources, such as the wooden eggs. Children persist when the childminder tells them not to do so. The childminder does not manage such behaviour appropriately. She fails to realise it is due to a lack of interest in the activity, and does not use suitable behaviour management for children's stages of development, such as distraction. This action does not help children feel emotionally secure.

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

The childminder does not make her home sufficiently welcoming to children. Resources in the home are few and of those available, many do not suit the needs of the children. For example, there are no resources in the home to encourage children to use their senses as they explore. Children are not able to select resources easily for themselves, because these are all pushed into a corner of the room on top of each other. This means children are not able to develop their independence in making their own play choices. Instead, they wait for the childminder to provide them with resources, such as wooden eggs or balls, in which they quickly lose interest. This approach restricts children's independent play.

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

Children sleep according to their individual needs, and the childminder supervises them while they sleep. The childminder has adequate knowledge regarding suitable nappy changing procedures. Children eat and drink according to their needs, with parents providing all food and drinks for their children.

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

As the childminder does not have a garden, she takes children out regularly to local venues, such as the city farm, and makes occasional use of a nearby play park for outdoor activities. She checks the play park area to ensure it is safe before allowing children to play there, and use the physical play equipment. When it starts to rain, the childminder decides to return home, although weather conditions are safe, because children are not appropriately dressed for wet weather. Children do not always have exercise if the weather is wet. This neither promotes children's physical development, nor gives them a positive attitude to being outdoors in a variety of weathers. The childminder does not prepare children emotionally for the next stage of learning due to her weak care practices.

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provision

The childminder does not implement the learning and development, and safeguarding and welfare requirements of the Early Years Foundation Stage effectively. She does not keep an accurate record of children's attendance. For example, she completes a child's arrival and departure times for the week before the child has arrived. This is a breach in the safeguarding and welfare requirements, and of the Childcare Register. The childminder has an adequate understanding of the procedures to follow should she have any concerns about children's welfare, or if an allegation is made against her.

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provision

The childminder was sent a notice to improve following a visit from Ofsted. Although she has made some changes to the layout of her home, she has not made a range of resources accessible to children. She lacks a clear understanding of how children learn and develop. Assessment remains weak. She is unable to identify clearly children's starting points on entry. She does not check their progress effectively, or plan what they need to learn next to help them progress in their learning. Activities for children still lack interest and challenge. The childminder shares some information verbally with parents when they come to her home. However, her partnership with parents is weak. She does not establish children's starting points, so is unable to provide parents with meaningful details about their children's progress. This means that parents are not fully involved in their children's learning. A parent spoken to on the day of the inspection commented that her child is now

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provision

happy and settled with the childminder, and that the childminder is able to communicate with the child in both of her home languages.

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provision

This is the childminder's first inspection since she registered. She has carried out a very basic evaluation of her practice. However, she has failed to identify that she is breaching requirements by not completing attendance records accurately. She has not identified her lack of up-to-date knowledge and understanding of the learning and development requirements. The childminder has undertaken several suitable training courses since she registered, such as one on behaviour management. However, these do not have sufficient positive impact on her teaching practice. As a result, the childminder demonstrates a limited capacity to improve.

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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:

 keep a daily record of the children's hours of attendance (compulsory part of the Childcare Register)  keep a daily record of children's hours of attendance (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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY454034 Local authority Bristol City Inspection number 992325 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

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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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