Childminder in Bristol

Inspection date

Previous inspection date 12/11/2014 03/09/2009

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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

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This provision is good

 Robust settling-in procedures mean that good relationships are made with children, they settle well and the childminder works in partnership with parents.  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 responds to children's communications skilfully and uses successful strategies to extend their vocabulary so, children are confident communicators.  The childminder's systems for observation and assessment are effective in measuring children's progress and planning what they need to learn next.

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It is not yet outstanding because

 The childminder misses some opportunities to enhance and extend children's opportunities to learn outdoors.  The childminder does not always encourage parents enough to celebrate their ever changing children's interests and achievements from home.

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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 of the premises accessed by the children.

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Inspection activities

 The inspector observed interactions, play and learning opportunities for the children and sampled documentation records.  The inspector carried out a joint observation with the childminder.  The inspector spoke with the childminder at appropriate times during the inspection.  The inspector took account the views of parents through documentation.

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Information about the setting

The childminder registered in 2008 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband in the Whitchurch area of Bristol. The ground floor is used for childminding, as well as a garage playroom. There is an enclosed patio garden for outdoor play. The childminder currently has three children in the early years age range on roll. The childminder operates her service every weekday all year round, closing only for one week at Christmas. She offers a range of sessions.

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

 enhance the outdoor area to incorporate further learning experiences, which are rich and varied to highly stimulate all children and particularly those who prefer to learn outdoors

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

 enrich parental input to celebrate children's changing interests and achievements at home to reflect these in the experiences provided.

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who attend

The childminder has good procedures 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 well-resourced playrooms 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 observes and assesses children carefully which enables her to see if children are making good progress and identify what they need to learn next. 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 effectively.

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who attend

The childminder has a good understanding of the importance of play and how young children learn. She is knowledgeable about the learning and development requirements of the Early Years Foundation Stage. The childminder organises and arranges a good range of resources around her playrooms, so that children can make independent choices in their play. This approach supports their growing independence. In planning, the childminder records children's interests from her observations, and uses these to plan suitable activities. As a result, children are engaged and eager to join in with the activities. However, the childminder does not always fully encourage parents to share their observations of their children's ever changing interests and achievements from home to further broaden their learning experiences and include new interests.

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who attend

The childminder offers a good balance between adult-led and child-led activities, which meets the needs of the children effectively. All children are making good progress, are interested, and enjoy the activities on offer. The childminder does not make the most of opportunities to learn outdoors to enhanced children's experiences. This means children who prefer to learn outdoors are not provided for as well as possible to make rapid progress.

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who attend

The childminder is skilled at following children's lead in play while teaching them new vocabulary and extending their communication and language skills. For example, the childminder looks at books with babies and models new vocabulary, such as, 'horse' and speaks using single words and some two -word phrases to challenge them. She adds some symbolic sounds, such as the animal noises which keeps the children motivated and interested in their play. The children then use the new vocabulary in their play later on, practising what they have learnt. Such teaching helps children progress well.

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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 in daily diaries, informal assessments and verbal discussion. The childminder consistently shares the learning records and children's learning priorities with parents.

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

The childminder creates a homely environment for children. She is caring, supportive and actively promotes children's emotional well-being. As a result, children form good emotional attachments with her. They like to sit with her and cuddle into her for comfort when they feel tired. Children enjoy playing with her as well as playing independently. They show good levels of confidence as they approach other adults. Children show curiosity and interest in their world. The childminder extends this interest by taking children on exciting outings to places, such as other local toddler groups and a soft-play centre. The childminder successfully prepares children emotionally for moving on to schools and other settings.

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

Children explore and investigate freely. They enjoy engaging others in their play. The childminder helps them develop good social skills and manages their behaviour appropriately. She is a good role model for children so they interact well with their friends. As a result, children behave well and willingly share resources. The childminder provides suitable premises and a good range of clean and stimulating resources ensuring children's safety.

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

The childminder makes the main play areas indoors and outdoors welcoming and interesting. She praises children for their efforts and their achievements, helping to build children's self-esteem. The childminder uses photographs of children taking part in activities, which she shares with parents so they are well informed of what children do when with her.

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

The childminder promotes children's health well. Children enjoy daily exercise and active play in the garden and places, such as the local park. The childminder helps them develop good physical skills and coordination.

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

The childminder adopts good personal-hygiene routines, such as washing her hands after changing nappies and before serving food. The childminder carries out appropriate hygiene practices to promote children's personal hygiene routines, such as wiping hands and faces before and after meals.

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provision

The childminder has a strong 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 remains safe. Visitors are restricted to outside of minding hours and not left unsupervised around children. 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 the childminder regularly reviews and monitors more detailed risk assessments. The childminder has completed first-aid training so that she can provide first aid treatment in the event of an accident or incident. All these actions help the

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provision

childminder maintain children's safety and good health to a high standard.

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provision

The childminder effectively evaluates her service and the educational programmes 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 parent meetings and informal discussion ensuring ongoing development of her service. The childminder shows a good understanding of what she can do to further improve her service, although she has missed the need to enhance partnership working with parents. The childminder makes targeted plans to address those areas, for example such as extending resources in the outdoor space. 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.

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provision

Parents remain well informed about the service provided when their children first start and through ongoing communication. For example, the detailed policies and procedures are shared and in addition to meet the needs of all parents, the childminder uses text messages to share information about children's days. Consequently, there is a consistent approach to children's care and learning. Views of parents and children are included in the monitoring process. Parents state their children, 'Enjoy their time at child minding and look forward to going'. Parents comment that the childminder provides quality care and children make good progress for example, 'I feel this has helped my child with her progress in her speech'. 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. 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 EY381431 Local authority Bristol City Inspection number 815801 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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