Childminder in Bristol

Inspection date

Previous inspection date 03/12/2014 10/09/2009

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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

 The childminder uses effective self-evaluation tools to continuously improve her service.  The childminder teaches effective communication strategies, which are adapted for the child's individual stage of development and support all children's language development.  Children have secure attachments with the childminder and each other; they are happy and behave well.  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 seeks the views of parents and has good relationships with them; partnerships with parents are strong and well established.

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It is not yet outstanding because

 The childminder does not always select age-appropriate resources for younger children in small groups. Consequently, at times, children lose focus and become distracted.  The childminder misses some opportunities to enhance and extend children's learning outdoors.

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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 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 1998. She lives with her husband and school-aged child, in Henbury, Bristol. Her husband is registered as her assistant. The whole of the ground floor of the property and the first floor nursery is used for childminding. 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 is currently minding nine children in the early years age range; all of whom attend on a part- time basis. The childminder also cares for children over eight years. She attends the local toddler group, library and park. The family has a pet cat.

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

 help younger children become fully engaged during small group sessions by selecting suitable resources, taking into account their age, interest and level of understanding

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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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who attend

The childminder has a good understanding of the importance of play and of how young children learn. The childminder is enthusiastic and motivates children; she demonstrates a passion for her work and has a good understanding of the learning and development requirements of the Early Years Foundation Stage. The childminder is able to organise and select a good range of resources around her home so that children can make independent choices in their play. The childminder has good observation and assessment systems in place that enable her to see if children are making good progress. She records children's interests using information from her and parents' observations to plan suitable activities for their next stage in learning that cover all areas of learning. As a result, children are eager to join in with the activities and engage well in their play. However, the childminder does not always make the most of opportunities to learn outdoors to enhance children's

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who attend

experiences, which does not support fully those children who prefer to play and learn outdoors. For example, the planning for activities set up in the garden area are not planned for as sharply as indoor activities. Therefore, when children are playing outside, the childminder has less specific learning objectives. The childminder plans and provides a variety of activities based on children's interests that meet their learning needs. She uses small group activity time as a session to teach children important literacy and social skills such as looking at books, listening to stories and one another, sharing and taking turns. Although all children are making good progress with their social and literacy development, the youngest children are less engaged in these activities because the childminder misses opportunities at times, to engage them deeper with age appropriate resources and props. As a result, she does not fully extend their ability to develop new social and literacy skills.

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who attend

The childminder offers a good balance between adult-led and child-initiated activities, which meets the needs of the children effectively.

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who attend

Children are confident in seeking attention from the childminder and her interactions with children are good. The childminder is actively involved in children's play and teaching is effective. For example, the childminder uses strategies, such as getting down to children's level and allowing children to take the lead. Children respond well to the childminder's interactions and often choose to play alongside her; this supports children's progress in their personal and social development. Children attend to activities for long periods of time and become fully engaged in activities such as imaginative play with animals.

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who attend

The childminder organises set activities to help promote children's communication skills, such as 'What is hiding in the sack?' Children guess what is hiding in the sack by listening to clues, looking and feeling inside the sack. Children are confident communicators as they chat with their friends and generally join in group discussions. However, at times, the childminder does not tailor planned group activities for the younger children and follows the same format used for older children. Consequently, younger children do not always fully engage in the activities which means that some younger children begin to lose interest. The childminder incorporates a good range of activities to support children's mathematical development. For example, as children play a crocodile game she teaches them to count as they push down the crocodile's teeth. The childminder has high expectations of the children and provides appropriate challenge for them, which they

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who attend

The childminder completes progress checks for children aged two years and shares this information with parents. Parents feel well informed about what the children have been learning and how they are progressing. Parents are actively involved in their child's learning. They feel well supported by the childminder and receive one-to-one support for areas such as language development, which they have found valuable.

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

The childminder has well-established systems and procedures to ensure that children are happy and settled. For example, prior to starting, the childminder offers visits to the parents to help children feel secure. She sends out regular information in daily communication books to ensure that she always engages well with parents. Visits support children and their parents well as they confidently attend the setting and form secure attachments with the childminder. Children's behaviour is good. The childminder promotes turn taking and house rules, which teach the children positive behaviours. The childminder continuously praises the children for working together and following instructions. She is calm and consistent in her expectations of the children. She manages behaviour by focusing on positives rather than negatives. The childminder listens to children and encourages their contributions. For example, she listens to a child recounting how their grandparent is coming to stay. This

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

means that children have a sense of belonging and good self-esteem to be confident to share information about their home life and family.

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

The environments are inclusive for children's needs and they are able to fully access and participate in the activities on offer. The childminder promotes children's health well. Children enjoy daily exercise and active play in the garden and places, such as the local playing field. The childminder helps them develop good physical skills and coordination. The environment is equipped with good quality toys and resources, which challenge children's development successfully. The childminder consistently reminds children how to keep themselves safe, such as practising fire evacuations and responding to a raised alarm.

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

Children have a good choice of food and drink and mealtimes are a social event. The childminder teaches children to eat independently. The childminder ensures that children have access to fresh drinking water so they do not get thirsty. The children have many opportunities to develop their health, hygiene and dressing skills through everyday routines such as washing their hands or using the bathroom. Such activities that the childminder provides give children confidence and the skills that they will require upon starting school. The childminder provides a warm and homely environment for children. She supports children's emotional well-being well; this helps them in their transition from home to the childminder and on to nursery or school. Children's self-esteem is developed by the childminder and the children respond positively to the praise and attention that they receive.

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provision

The childminder demonstrates a good understanding of her responsibilities in meeting the safeguarding and learning and development requirements of the Early Years Foundation Stage. She maintains good up-to-date professional knowledge and attends regular training to continuously develop her own skills and in response to the needs of the children that she supports. She has up-to-date knowledge of child protection and has good systems in place to identify and effectively keep children safe from harm. She is aware of the signs and symptoms of abuse and clear policies and procedures outline the agencies to contact for dealing with concerns that may arise. The childminder has a good range of policies and risk assessments in place, which she regularly reviews; this minimises the risk of accident or injury to children and supports keeping children safe.

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provision

The childminder uses a quality standard evaluation tool, which has enabled her to reflect on the educational programmes for children and this process clearly identifies her strengths and areas for future development. The childminder is a highly reflective practitioner.

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provision

The childminder effectively monitors the educational programme and keeps track of individual children's progress to ensure that they are making progress and any areas of needs are identified and supported effectively. The childminder strives for continued improvement to support children's learning and her evaluations ensure that the children receive good quality care and learning opportunities. Regularly evaluated planning is based on children's interests and stages of development; this supports children effectively in making good progress in all areas of learning.

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provision

The childminder works in partnership with other childminders to share expertise and good practice. The childminder is fully committed to maintaining a high standard of service for children and their families; she is experienced and makes good use of her professional development to ensure continuous improvement.

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provision

The childminder has established good partnerships with parents. Parents are warmly welcomed into her home and are positively encouraged to be involved in their children's learning. Parents speak to the childminder on a daily basis and the childminder consults with parents regularly about their children's next steps for learning. The childminder provides parents with comprehensive information about her service, policies and procedures, which underpin the good practice. Parents make positive comments about the childminder. Parents comment, 'We could not be prouder of our child and her developments, she amazes us every day with what she learns. It is clear she immensely enjoys her time with the childminder and we are a happy mummy and daddy'.

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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 106527 Local authority Bristol City Inspection number 816903 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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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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