Childminder in South Gloucestershire

Inspection date

Previous inspection date 25/11/2014 18/06/2009

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early years provision

This inspection: 2 Previous inspection: 2 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

 Children form strong bonds with the childminder. They are very happy, relaxed and settled in the childminder's home.  The childminder develops very good partnerships with parents, enabling them to work together to consistently meet the children's needs.  The childminder plans a broad range of activities, based on the interests and needs of the children. This helps children to make good progress in their learning and development.  The childminder is committed to continuously improving her practice. She regularly attends training sessions and uses the knowledge gained to support children's learning and development.

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It is not yet outstanding because

 Occasionally, the childminder misses opportunities to give children time to think before answering questions.  The childminder does not always take the opportunity to provide additional resources to enhance creative activities.

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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 the children playing and interacting with the childminder.  The inspector held discussions with the childminder during convenient times.  The inspector looked at children's assessment records and planning documents.  The inspector considered parents' written feedback.

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Inspection activities

 The inspector sampled documentation, including policies and procedures, the childminder's training file and her self-evaluation documents.

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Information about the setting

The childminder was registered in 2003. She lives with her husband and two children aged thirteen and ten years in Longwell Green, South Gloucestershire, close to Longwell Green School. The whole of the premises is used for childminding and there is a fully enclosed area for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently thirteen children on roll. Of these, six are in the early years age group. The family has fish in an indoor tank. The childminder walks to the local school and pre-school to take and collect children. She also attends pre-school groups on a regular basis. The childminder works with a family member as her assistant. She has achieved a qualification in Care Learning and Development at level 3. The childminder receives funding for the provision of free early education for two-year-old children. The setting is open from 8am to 5.30pm

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

 give children more time to think before answering questions, to further develop their communication and language skills

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

 take all opportunities to extend activities, for example, by making a greater selection of colours available during painting activities.

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who attend

The childminder plans a wide range of activities that support and challenge children across all areas of learning. She uses her observations of children, made during play, to plan activities that are based on their needs and interests. The childminder responds to the interests of children, developing a series of activities based around posting letters and parcels, after children showed an interest in postcards. Children play co-operatively together in the post office role-play area. The childminder supports the development of early writing skills by encouraging children to write letters and draw pictures, which are then posted to the children's homes. Children are keen to join in with activities, taking turns to select an object from the song bag and guess the song that matches the object. Children enthusiastically sing, dance and carry out the actions from the song. Counting songs are included and they support children's mathematical development. The

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who attend

childminder encourages a young child to build a tower using wooden blocks. When older children join in, the childminder uses the opportunity to develop the children's social skills by reminding them to take turns. She skilfully adapts the activity for the older children by counting the number of blocks and asking children questions about the height of the tower. This supports the development of children's mathematical skills. Children freely access craft materials because the childminder carefully organises the environment to allow children to select their own resources. Older children use paint brushes to paint and mix colours together while younger children use their hands to make finger prints on the paper.

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who attend

However, the small number of paint colours available meant that there were limited opportunities for children to investigate mixing colours and extend their learning further. The children are happy and content in the setting. Older children snuggle up to the childminder during story time, while the youngest child sits on the childminder's knee and turns the pages. The childminder reads stories that include counting together to promote children's mathematical development. The childminder involves children in the story by asking them questions about the pictures. Occasionally though, children aren't given enough time to think through their ideas before the childminder offers an answer. This slightly limits opportunities for children to think through and express their own ideas.

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who attend

Children settle very quickly in the setting because the childminder gets to know children before they start attending. Parents complete an 'All About Me' booklet, giving the childminder information about their child's care routine and activities that they like to do. The childminder uses the information that she has gained to plan activities that interest the individual children. The childminder observes children during play and uses this information to plan appropriate activities to support their development. Photographs, along with written observations, are recorded in the children's online learning diary. Parents receive emails every time their child's diary is updated. This keeps parents fully informed and further engages them in their child's learning. The childminder completes termly assessments of the children's progress, which she shares with their parents. This allows her to monitor children's progress in the different areas of learning and then plan

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who attend

activities to support their development. The childminder identifies when children need extra support, for example, in developing speech. She discusses her concerns with parents and pro-actively seeks specialist help to meet the needs of the children. Therefore, all children make good progress.

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

Children are happy and relaxed, often smiling as they enjoy conversations with the childminder. Children feel a strong sense of belonging in the childminder's home. The children's family trees, including photographs of their family members, are displayed in the hallway. Children's artwork is displayed on the walls of the playroom. This makes the children feel welcome and valued. The childminder is a good role model. She treats children with kindness and respect and, therefore, children behave very well in the setting. Children play together and alongside each other happily. Children are happy to help each other for example, an older child passes a tissue to a younger child who cannot reach the box. Minor disagreements are resolved quickly and sensitively. The childminder encourages children to take turns and praises children's good behaviour. The childminder helps children to develop their social skills so that they are better prepared for the next

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

stage in their learning at school or pre-school.

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

Children explore the large, clean and bright playroom. The environment is well organised and this allows children to independently choose from the abundance of good quality toys. The playroom is thoughtfully resourced to promote learning. For example, children use the bright laminated cards in the writing area to support them as they learn to draw different shapes and write numbers. Babies help themselves to toys with buttons and levers that are stored in baskets on the floor. Children post cards into the home-made post box. Laminated labels around the role play area support children's developing literacy skills. Children can easily access the enclosed garden through large sliding glass doors. This means that they can choose where they want to play and learn. The outdoor area contains a good variety of play equipment to promote children's development. Children select from a variety of equipment designed to promote their physical development,

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

including tricycles, balls, slides, and hoops. Chalks are easily accessible to encourage children's writing skills outdoors. The childminder encourages exploring the natural world. For example, children become curious about ice that has formed on the table outside. The childminder supports their learning by investigating alongside the children, feeling the ice and talking about how it melts.

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

The childminder takes steps to promote children's good health. Before eating, children wash their hands carefully and then dry their hands on their own personal towels, to prevent the spread of infection. Children's independence is encouraged as they collect tissues for themselves and help themselves to their water bottles throughout the session. This allows children to take care of their own needs. The childminder uses snack times as opportunities to develop children's independence. Children pour their own water, supported by the childminder when necessary. The childminder involves the children in making healthy choices, deciding together which fruit they would like to eat. Children help to prepare the snack, cutting up apples and grapes and peeling clementines. This gives children opportunities to develop their physical development skills as well as developing their independence.

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provision

The childminder has a very good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder has developed comprehensive policies to promote the health and safety of the children in her care. She explains the policies to parents during the settling-in sessions. The childminder has attended a training course on safeguarding children and she confidently explains how she would manage child protection concerns. The childminder regularly reviews thorough written risk assessments of outings, and of the house and garden. This means that children are able to play safely.

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provision

The childminder demonstrates a highly commendable commitment to her continued professional development. She regularly attends training courses to improve her knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. The childminder has set up a peer-to-peer group. Monthly meetings are well attended by local childminders and other early years practitioners. Health and education professionals are asked to give presentations to the group. Recently, sessions have included an environmental health officer discussing allergens in food and a series of language development workshops. Therefore, the childminder tailors the training sessions to the needs of the children in her care. This means that all children are well supported and consequently, all children make good progress.

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provision

The childminder is committed to improving her practice by effectively evaluating her work. She has recently gained the Bristol standard quality improvement award, in recognition of her reflective practice. The childminder regularly assesses the provision offered to the children and identifies targets for improvement. For example, after assessing what opportunities the garden offered, the childminder decided to improve the outdoor space. She listened to the views of the older children and took into account the needs of younger children when planning the new resources.

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provision

The childminder enjoys very good partnerships with parents. Parents are unanimously supportive and appreciative of the care and opportunities that the childminder provides for their children. Parents comment that 'Children are made to feel safe, have fun and feel loved'. The childminder makes time for informal conversations with parents and she produces regular newsletters. Parents are given termly progress reports on their children and the childminder effectively carries out the developmental check when children are aged between two and three years. The childminder formally seeks the views of parents once a year in the form of a questionnaire. Parents also comment on their children's online learning diary. This two-way flow of information ensures that children's needs are fully understood and met consistently.

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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 EY248501 Local authority South Gloucestershire Inspection number 832994 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 13

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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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