Childminder in Bath and North East Somerset

Inspection date

Previous inspection date 18/11/2014 16/04/2009

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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

 The childminder promotes children's social development, as children play together helping them make friendships with other children.  The childminder plans stimulating and exciting activities from children's interests and effectively identifies what children need to learn next. As a result, all children make good progress from their starting points with their learning and development.  Partnerships with parents are good, the childminder uses effective communication methods and parent feedback is positive.  The childminder teaches children good mathematics skills and as a result, children have a good understanding of number, shape and measure.

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It is not yet outstanding because

 There are fewer opportunities for children to develop their early reading and writing skills.  The childminder does not always seek the views of parents and others in order to influence her self-evaluation and to highlight priorities for improvement.

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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 indoors and outdoors 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.

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Inspection activities

 The inspector took account the views of parents through discussion and documentation.

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Information about the setting

The childminder registered in 1989. She lives with her husband and adult son, in the Saltford area of Bristol. The whole of the ground floor is used for childminding as well as the upstairs bathroom and there is a fully enclosed garden for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder currently has seven children on roll in the early years age group. She attends the local toddler group, library and park. The family has a pet dog, ducks and chickens.

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

 extend opportunities for children to develop their early reading and writing skills

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

 enhance self-evaluation of the provision, for example by sourcing parents and other settings views of the service to accurately identify any aspects for improvement.

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who attend

Children settle quickly with the childminder and are keen to explore the exciting and stimulating play activities on offer. The childminder works with the parents to find out about each child's interests and stages of development. The childminder knows children well and has a good understanding of how children learn including ways to promote their learning and development. The childminder carries out ongoing observations and uses this information to plan activities so that they are of interest and relevant to the children. This helps children move on to the next step in their development. The childminder carries out assessments that enable her to identify children's strengths and areas to develop. These are successful as they enable her to organise specific learning activities to best support children's learning and development.

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who attend

Parents receive regular information about their child's progress and are encouraged to share their thoughts of their children by adding to their learning journals. Parents meet the childminder regularly to go through their child's learning journal. There are resources that parents can take, such as learning to use the toilet information leaflets to use with their children. This enables parents to further support their child's learning at home. Strong partnerships with parents are well established.

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who attend

The quality of teaching is good and as a result children are making good progress in all areas of their learning and development. Children take part in a wide range of activities; the childminder is particularly skilled in promoting children's mathematical development. For example, the childminder added some mathematical language into conversation with children as they looked at pictures of hedgehogs and explored the shape and size of natural objects. As children explored conkers and pine cones they were encouraged to independently count them. The childminder praised them and gave them encouragement which built their confidence to count. The childminder skilfully engages the children when playing outside and this supports children's social skills successfully. The garden and local field offers children an opportunity to play freely with their friends which promotes a fun element and helps children feel happy and secure. Children have natural resources to play

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who attend

with; they share these with their friends. This play initiates social conversations and children develop their communication skills. Children learn to take turns in conversation and listen to each other. The childminder skilfully extends the children by questioning them to encourage them to think deeper. For example, she asks 'what does it feel like?' and teaches descriptive words such as, 'bumpy' and 'spikey' which widens children's vocabulary.

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who attend

Children have access to messy play activities. They investigate glue and leaves at the table. This allows children to be creative and make their own independent choices, which also develops their self-esteem. The childminder organises adult led activities to help promote children's reading and writing skills, such as, times where children look at books and listen to stories together. However, at times, she does not fully tailor planning to ensure that reading and writing activities are more freely available in the entire play environment. Consequently, during free play children do not always have the same amount of opportunities to develop their reading and writing skills. The childminder interacts positively with children introducing vocabulary to build on children's language development and has additional strategies in place to that are effectively supporting the younger children. For example, through the use of pictures to help children choose what

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who attend

they would like to eat. Consequently, children are confident communicators and they chat to their friends and confidently join in with group conversations.

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

Children build friendships with one another and play together well. Children are interested and occupied in play and as a result, they generally behave well. The childminder is a good role model for children. She maintains an ongoing exchange of information between home and other early years settings children attend helps to ensure that she meets children's individual needs. Parents have a good understanding of the role of the childminder and they feel well supported and informed.

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

Settling-in sessions before children start helps them to feel confident in the childminders home. Children spend time in the home with their parents and the childminder to help them to become familiar with the environment and build their confidence. The childminder interacts in a warm way with children, she always takes time to listen and she provides cuddles and reassurance when children need it. The childminder provides children with freshly made meals which promotes healthy eating and a balanced diet. The meals suit all dietary requirements and all children eat the same meal, which means they are not segregated and this promotes equal opportunities. The childminder encourages children to be independent. For example, wash their hands before meals, feed themselves, and carry their plate to the table. This helps children to be ready for school and helps them to develop good personal hygiene routines.

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

The children are safe as the childminder is clear of her roles and responsibilities in order to keep a safe and secure environment. She has a range of policies and procedures in place and carries out regular risk assessments of the areas use by children. This significantly minimises hazards to children. Children move safely between different areas indoors and outdoors and the childminder supervises them well. For example, they wear high visibility jackets and wrist straps when walking to the field to play. The childminder uses the garden and field well to ensure that children are getting fresh air and regular exercise, which benefits their health and well-being. The childminder and children take part in regular fire drills as a result, they are clear of how to evacuate the house safely. The home environment is well-resourced and provides children with a wide range of good quality resources and play equipment. Toys and resources are organised well, clearly labelled and

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

are stored in boxes and containers at children's height, which means that they can access them freely and independently.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She uses this knowledge to make sure that she meets all of the requirements and as a result, she meets children's needs well. The childminder has ensured she maintains up to date training in child . She has a good understanding of signs and symptoms that would alert her to concerns about a child's welfare and knows the appropriate action to take to report concern. The childminder has robust safeguarding measures in place, which ensures that she is able to take quick action to prevent children from harm.

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provision

The childminder regularly attends a variety of courses to expand her early years knowledge and improve her teaching skills. In addition, the childminder also attends a range of safeguarding training and is qualified in first aid so she can provide first aid treatment in the event of an accident or incident. As a result, the childminder continues to develop her provision and subsequently this supports children's safety.

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provision

The childminder works hard to build strong relationships with parents. Engagement with parents is good overall. Parents stated that their children, 'make good progress with their development', and they comment that their children are, 'well cared for'. They welcome the level of verbal information the childminder gives them about their children's care and development. The childminder encourages parents to be involved in some activities for example; some parents attend outings with the childminder and other children. Systems for self-evaluation are in place. However, the childminder does not consistently source the views of parents and other settings that children attend. As a result, she does not always gain information from parents and other settings about what she needs to do to take the service on further. The childminder has addressed all areas for improvement highlighted at the last inspection. Consequently, she has demonstrated that she has a

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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 132832 Local authority Bath & NE Somerset Inspection number 813784 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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