Childminder in Bristol

Inspection date

Previous inspection date 12/06/2013 12/07/2012

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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

 The childminder, and her assistant, form positive and caring relationships with the children. Consequently, children feel welcomed and explore happily.  Children enjoy enriching activities, which support their development well in all areas of learning.  The childminder carefully considers actions to drive improvement.  The childminder, and her assistant, working cohesively with other agencies to maintain continuity in children's care, learning and development.

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It is not yet outstanding because

 Children are not always fully involved in making choices about their learning, as the selection available is sometimes limited and they are not aware of what toys are available.  The childminder has yet to involve parents fully in their children's learning, through gaining information about children's achievements at 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 observed children while they played on the ground floor of the premises and in the garden.

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Inspection activities

 The inspector observed the childminder and her assistant as they interacted with children.

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Inspection activities

 The inspector sampled a range of documents, including children's learning journals and the childminder's self-evaluation.

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Inspection activities

 The inspector talked with the childminder, her assistant and children at convenient times during the inspection.

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Information about the setting

The childminder registered in 2012. She lives with her two children in Lawrence Weston, Bristol. The childminder employs an assistant. The whole of the house is registered for childminding. There are gardens to the front and rear of the house for outdoor play. The family has three pet rabbits and two cats.

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Information about the setting

The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. There are currently 13 children on roll, of whom 10 are in the early years age group. The childminder cares for children learning English as an additional language.

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Information about the setting

The childminder and her assistant both have early years qualifications at level 3.

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

 improve children's access to toys and resources, to develop further their independent choices

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

 develop further partnerships with parents, so that information about achievements from home can be used routinely to influence future planning of activities.

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who attend

There is a good balance of child-initiated play and focused activities to support children to make good progress in their learning and development. For example, children enjoy exploring paint together on a large scale. They use sponges and parts of their body well to print. Children improve their communication skills as the assistant introduces new words and animal sounds for the children to repeat. Adults consistently offer praise for their achievements and children smile in return at the attention they are given.

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who attend

Children explore a welcoming environment confidently. They show curiosity as they engage in self-chosen activities, using their senses to explore well. Children are fascinated with the buckle on the booster seats they are sat in. They persevere, repeating the actions until they can fasten and unfasten it independently. Children learn about safety and are aware that they need to fasten the buckle when they place the doll in the seat. Children move in a variety of ways. For example, they climb carefully onto the bench outside so that they can read a favourite book. Children enjoy walking along the rolled-up rug, bouncing and jumping off the end, and carefully landing on two feet.

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who attend

The childminder provides good support for children learning English as an additional language. She talks to parents to see if they have any concerns about their children's communication skills in their home language. The childminder is aware of key words in the child's home language, so that she can support them to settle and gain confidence. There is a good range of resources to promote children's understanding of diversity. For example, they enjoy playing with the small figures that reflect the different people they may meet in their community. The childminder supports children to observe similarities and differences, comparing them to people the children may know, such as family members. Children have favourite songs and accompany them with appropriate actions, such as using the figures to jump and bounce. Adults support children's interests well.

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who attend

Initially, parents provide relevant information about children's starting points through the 'all about me' form. This helps the childminder plan suitable activities relating to children's interests. However, the childminder has not fully implemented systems to involve parents further, such as sharing information on the achievements children make at home, to influence future planning of activities. The childminder uses the daily communication book effectively to share information with parents and intends to use this book, with parents' permission, to share information with other early years settings the children may attend. There are good arrangements to complete the progress check for two-year-olds and to share this with parents. Parents are grateful for the summary of their children's achievements and comment that their child's 'speech has come along in the last six months' and are 'very pleased' with this progress.

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who attend

The childminder and her assistant have good systems in place to assess children's progress across the areas of learning. They demonstrate good understanding of the learning and development requirements, making sensitive observations. They use the local authority assessment sheet to monitor progression and to identify children's next steps in learning well.

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

Children benefit greatly from the individual attention they receive. Consequently, children's behaviour is good. The childminder and her assistant have good knowledge of children's individual needs and their routines, which they consistently meet. For example, they are aware of tell-tale signs when children are tired and ensure that they sleep comfortably with appropriate comforters. Children form strong attachments with both adults and are happy and confident in their care. The childminder provides a safe and inviting learning environment. High quality resources are available for children to make some choices. The childminder responds well to children's interests, rotating resources when required. However, the selection is limited at times, and children do not always know what is available elsewhere; therefore older children are not always fully encouraged to make independent choices in their learning.

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

The childminder organises visits to support children's interests successfully. For example, children learn about the people in their community when the childminder arranges a visit from the fire services. Children become aware of safety as they participate in regular fire drills, which help to reduce their fears. Children show good awareness of safe practice; for example, toddlers descend steps backwards until they are more confident. This supports them in developing skills for future learning.

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

The childminder introduces children to hygienic practices. For example, procedures to change children's nappies are consistent. The childminder and her assistant are good role models, washing their hands and cleaning the mat after each use. The childminder offers children a good range of healthy and nutritious snacks and meals that meet their special dietary requirements. For example, at lunchtime children enjoy a selection of raw vegetables and hummus with bread and butter. Parents comment that the children are eating better as they have seen other children eating together. Mealtimes are a sociable occasion and all children sit together on appropriate equipment for their age and stage of development.

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provision

The childminder has good knowledge of the safeguarding and welfare requirements to promote children's welfare. There are rigorous arrangements in place to ensure that children are cared for in a safe and secure environment. The childminder checks the premises before children arrive and carries out relevant risk assessments to support children's well-being. The childminder and her assistant have good knowledge of child protection issues, including the procedures to follow if there are any concerns about a child in their care. The childminder has effective arrangements in place to ensure her assistant is suitably qualified and vetted to work directly with the children. Well-written policies and procedures underpin the good childminding service provided.

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provision

The childminder provides key information about the setting to parents at induction meetings. The communication diary and learning diaries keep parents well informed about their child's daily activities, achievements and routines. The childminder works cohesively with key agencies to develop individual care plans, which supports continuity in children's care, learning and development. She monitors children's capabilities well and, in the past, has liaised with health professionals to further help children to make good progress.

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provision

The childminder and her assistant work well together to monitor the daily provision, planning and assessment arrangements. They have ongoing conversations during the day to exchange information on children's achievements and to reflect on their practice. They have carefully evaluated the provision, making clear action plans on how to improve outcomes for children. For example, they plan to improve provision by providing a dedicated play space, which can be organised to meet the needs of the children and provide them with a broader range of resources. The childminder has made good progress since the last inspection and she has addressed concerns effectively. For example, the childminder uses 'where next' statements to evaluate when children's learning priorities have been achieved and supports these with an observation to influence future planning. The childminder's positive attitude and effective use of self-evaluation has helped to drive

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provision

improvement and improve outcomes for children.

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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 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. 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 is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. 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 EY441048 Local authority Bristol City Inspection number 906618 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 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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