Childminder 136264

Inspection date

Previous inspection date 28/11/2014 07/12/2009

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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 warm and homely environment where children feel secure and happy.  The childminder makes sure children are safe with her because she makes effective risk assessments and has a clear understanding of child protection issues.  The childminder helps children make choices and learn skills to support them in becoming independent, which prepares them for the next stage in learning.  The childminder helps children learn about the diversity of the world through regular trips to local amenities.

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It is not yet good because

 At times, the childminder does not challenge children's thinking and language development through during their play by good questioning.  The childminder's evaluation of her provision does not identify all key strengths and areas for further development to improve teaching.  The childminder has not fully established partnerships with other early years settings to share information about children's learning and development.  The childminder does not make good use of her observations and assessments of children's learning and development to help children progress well.

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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 childminder playing with a child and shared her observations  The inspector examined some required paperwork..

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Inspection activities

 The inspector discussed the childminder's practice with her, including her policies and procedures.

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Inspection activities

 The inspector viewed the parts of the childminder's home and garden used by children and the resources provided for them.

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Information about the setting

The childminder lives with her husband in Patchway, South Gloucestershire. She started in 1986 and registered with Ofsted in 2001. All the house is used for minded children; the main play areas are on the ground floor. There is an enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder currently cares for eight children, of whom three are in the early years age group. Children attend for a variety of sessions. The childminder offers care from Monday to Friday for much of the year.

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must:

 ensure good use is made of assessments of children's learning when questioning children, so that questions focus on what children need to learn next, particularly in regard to their language development, so that children are encouraged to think for themselves and make good progress as a result

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must:

 ensure evaluation identifies all areas for improvement accurately and that relevant training is sought so that the quality of teaching is raised to a consistently good standard to drive the continuous improvement of the provision.

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

 develop good two-way partnerships with other early years provisions that children also attend, and share plans for what children need to learn next.

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who attend

The childminder has satisfactory understanding of how to help children learn and develop in all areas of learning, but the quality of her teaching requires improvement. She observes children and knows their achievements. She knows children well and provides activities which they enjoy that help them learn. The childminder plays alongside them and joins in their play suitably. For example, when playing with construction toys, she encourages children to develop mathematical skills by counting pieces and making different shapes. The childminder chats with children about their play, but does not often use skilled questioning to extend their language development and encourage them to think, which slows their progress across all areas. The childminder covers all areas of learning. She covers several at the same time during her activities, such as when playing favourite games. For example, when playing a card

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who attend

game, the childminder talks to children about the pictures and describes characteristics such as 'the man with the funny hat' or 'the lady with the flowers'. This teaching means that children begin to look for features and notice similarities and differences. The childminder does not always use such good ways of teaching and because teaching is variable, children make only satisfactory progress.

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who attend

The childminder offers a stronger programme to help children learn about the wider world. She takes them on regular outings that broaden their experiences. The childminder helps them understand how others live by talking with children about the people they meet. The childminder provides them with chances to observe the natural world, such as when in the garden watching birds.

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who attend

The childminder understands the importance of promoting children's physical development. She takes them to the local park to enjoy playing on large equipment so they can develop physical skills, such as climbing. Children use a range of resources, implements and materials to express themselves and make marks. Children enjoy opportunities to make choices and meet with others because the childminder promotes their personal, social and emotional development. All these experiences contribute to children developing the skills and confidence to help them when they must move on to the next stage of their learning or to school.

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who attend

The childminder makes assessments of children's learning and development from her observations. She does not use the information gained to check each child's development and plan well to challenge them further. She tells parents about children's activities daily and has completed necessary progress checks for children aged between two and three years. These reviews have been shared with parents but not with staff of other early years settings attended by the children. The lack of such two-way communications with these provisions means that the childminder does not always have an all-round knowledge of children's achievements in other settings.

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

The childminder is friendly and provides a welcoming environment, but she does not always use her resources effectively. She helps children settle easily and happily in her care. She promotes children's good health by teaching children good personal care skills such as washing hands before eating. They enjoy visits to the park and walks in the local area, and benefit from fresh air and exercise. The childminder provides a steady routine so that children are confident and secure in knowing what is expected of them. Children are emotionally secure and prepared for the next stage in their development. The childminder talks with parents to find out about home routines and any special care or dietary needs. This thoroughness means that children enjoy individual personal care consistent with their individual and cultural needs. Children behave well. The childminder talks with parents to find out about any events

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

which may affect their behaviour. She uses a positive approach to behaviour management and helps children learn to share through playing group games and taking turns with favourite toys.

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

The childminder's home provides a safe environment for children's play. She conducts risk assessments of her home, garden and outings regularly to make sure children are always suitably safeguarded. This means that children can move freely around her home and garden and choose toys and resources to support their play and learning. The childminder teaches children to keep themselves safe when out and about by walking on the inside of pavements as they walk to the shops or library.

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provision

The childminder implements the welfare and safeguarding requirements of the Early Years Foundation Stage. She shares her safeguarding policy and procedure with parents so they understand her responsibilities in safeguarding their children, including the use of cameras and mobile phones. The childminder knows what to do if she has concerns about a child's welfare and whom she must notify. She further safeguards children by agreeing with parents which adults are allowed to collect children from her care. The childminder shares a complaints procedure with parents so they can contact Ofsted directly should they choose to do so. The childminder maintains all necessary records and documentation securely.

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provision

The childminder is keen to improve her provision and seeks appropriate training to enhance it. For example, she recently completed food safety training and, as a consequence, has a greater understanding of how to provide healthy and nutritious food for each child who attends. This means that children enjoy a wider choice of fresh foods to support their health and growth. However, there is less emphasis on improving the quality of teaching.

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provision

The childminder evaluates her provision but does not identify all areas that require development. She has made some improvements since her last inspection, for example by conducting risk assessments of all elements of her provision, which has improved safety. She now uses her observations of children's progress to help her plan for children's future learning, but her teaching of some activities lacks challenge and does not match each child's learning and development needs. The childminder has used evaluation to improve her garden, which now offers all-weather access for children's play, so providing better outdoor opportunities for children. This means the childminder has the ability to drive improvement in her practice.

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provision

The childminder has positive relationships with parents which help her meet children's needs. She understands how to obtain additional help for children when needed.

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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 136264 Local authority South Gloucestershire Inspection number 813875 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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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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