Childminder in Bristol

Inspection date

Previous inspection date 13/01/2015 23/10/2008

p.1

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

p.1

This provision is good

 Children enter happily as they have formed mutually strong bonds with the childminder. There are familiar routines to support their independent skills and sense of belonging effectively.  Children develop confidence in their thinking and problem solving through positive interactions and commentary from the childminder.  Children behave well as they are clear on expectations. The childminder uses consistent strategies and reinforces good behaviour positively.  The childminder uses self-evaluation effectively to drive improvement. She has a positive attitude to her professional development, attending courses regularly to support children's learning and development.

p.1

It is not yet outstanding because

 The childminder does not consistently obtain information from parents about children's achievements at home to influence her future planning.  Occasionally, the childminder does not fully encourage younger children's engagement in storytelling and rhymes.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children playing inside.  The inspector observed the childminder's interactions with children as they played.  The inspector considered the written views of parents.

p.2

Inspection activities

 The inspector sampled a range of documentation including learning diaries, self- evaluation arrangements, policies and procedures.

p.2

Information about the setting

The childminder registered in 2004. She lives with her husband and two children in the St. Agnes area of Bristol. Minding takes place on the ground floor of the property with a first floor bedroom used for children to sleep. There is an enclosed garden available for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently seven children attending on a part-time basis; all are in the early years age range. The childminder works with an assistant. The childminder has an early years qualification at level 3. She offers enhanced provision.

p.3

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

 encourage parents to be more consistently involved in sharing information about children's learning at home to influence future planning of appropriate activities

p.3

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

 extend younger children's engagement in stories and rhymes by, for example, using props.

p.3

who attend

The childminder gains key information from parents on their children's starting points to influence her initial planning to help children settle. She invites parents to continue providing her with information about achievements at home, although this is not consistent enough to influence ongoing planning. Through relevant observations of children's achievements, the childminder assesses children's progress well and identifies their next steps in learning accurately. The childminder provides a broad and balanced range of experiences to support children's development well. She makes key observations of children's interests and uses this information successfully to provide exciting experiences. For example, children thoroughly enjoyed exploring the frozen ice objects, such as kidney beans, using their senses. The childminder questioned children well to engage them in the activity. Children stated 'It's cold. I need to wash my hands'. The

p.3

who attend

childminder provided a narrative to children's movements as they made marks and combined the melted coloured liquids. The childminder extended the activity further as the liquid melted and added washing up liquid. Children were actively involved and used straws to blow bubbles working collaboratively to link them together. The childminder was respectful and asked children permission before she rolled their sleeves up so that they did not get wet. The childminder encourages children to solve problems independently. For example, she provided a clear explanation of how to open boxes as she demonstrated for children to imitate. Children repeated the instruction stating that they need to feel around the edge of the box to find the flap as they helped younger children. Children sorted pieces of the jigsaw competently matching shape and colour. They paid attention to the picture to complete it accurately, talking about what they saw and naming the animals. The

p.3

who attend

childminder talked to children throughout including them all in age-appropriate puzzles so that she effectively challenged them. These engaging and respectful interactions support children's development well.

p.4

who attend

Children chose a favourite book to share with the childminder. The childminder demonstrated how to handle books carefully. She used a sing-along lively voice to read the story to support children's involvement well. Children keenly joined in with familiar phrases. The childminder used the mirror well to help children look at similarities and differences. However, younger children lost interest at times, as the childminder did not use props, such as toy animals, to focus children's attention and involve them more fully. The childminder invited children's questions about the story, developing their understanding of story structure well. The childminder is very good at praising children's good behaviour. For example, she commented 'I can see you are sitting patiently, well done'. This helps the children learn appropriate behaviours in readiness for their move to school.

p.4

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

Children happily enter the welcoming setting and are keen to be actively involved in choosing activities. They form mutually strong attachments with the childminder, which supports their emotional well-being exceptionally well. There is a good range of resources, which are easily accessible to the children, and they make choices about their play. For example, they thoroughly enjoyed exploring the open-ended resources and placed plastic cones to their eye pretending that they are telescopes. The childminder makes good use of the local environment and groups to enhance children's experiences. Consequently, they have good opportunities to be outside in the fresh air and be physically active. The childminder keeps children safe on outings to help them to develop their understanding of road safety.

p.4

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

The childminder develops children's understanding of hygienic practices well. Children are aware of their own needs and access tissues independently. The childminder provides a clear explanation to children of the importance of washing their hands after blowing their noses. Each child has their own flannel and uses paper towels to dry their hands to reduce the spread of germs. Children wash their hands at appropriate times, such as before they enjoy a healthy and nutritious snack. Children develop a good sense of belonging and lay the table with their photographic placemats. Children recognise their name competently and the childminder supports them well to recognise the initial sound.

p.4

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

Children behave well as they are clear on expectations and have familiar routines. For example, when children arrive they know to put their woollen hats in the sleeve of their coats and hang it up under the stairs, which they do independently. The childminder provides good support to help children understand how to keep themselves safe and avoid injury. For example, when children accidentally hurt a friend the childminder is quick to show children how to prevent this occurring again by demonstrating how to twist and pull the cones to separate them. Children copy and repeat the instruction competently avoiding further incident. These skills prepare children well for their future learning and eventual move to school.

p.4

provision

The childminder has good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder, and her assistant, implement detailed policies and procedures consistently to maintain children's welfare effectively. There are regular reviews to ensure the assistant understands policies and procedures and to check her ongoing suitability for her role. The childminder keeps all required documentation securely and confidentially. The childminder provides a safe and secure environment for children to explore freely and independently. She completes regular risk assessments of all areas used by the children. The childminder ensures that she, and her assistant, attend regular safeguarding training so they are aware of their responsibilities to report any concerns they have about a child in their care promptly.

p.5

provision

There is good partnership working with parents, overall. The childminder provides parents with a good range of information about the setting, children's routines and achievements for example, using a daily communication diary. However, the childminder does not always encourage parents to share their children's achievements at home to influence her planning of future activities. The childminder makes every effort to share information with other early years settings the children attend. She regularly liaises with placement officers to maintain continuity in children's care, learning and development.

p.5

provision

The motivated childminder is proactive in accessing relevant training to improve outcomes for children. For example, the childminder has recently attended specific courses to improve communication and language in the learning environment, which has greatly improved children's skills. The childminder works closely with other childminders and professionals to maintain best practice. She has good systems in place to improve the quality and effectiveness of the provision. She regularly reflects on her practice for example, using a quality assurance scheme. She has made improvements through effective evaluation, such as developing her partnership with parents and extending the information that she provides to them. The childminder has identified key areas for improvement, such as providing clear labels on resources so that children can connect pictures and words. She has made positive improvements to her planning and assessment

p.5

provision

systems since her last inspection and demonstrates good understanding of the learning and development requirements. She monitors children's progress accurately and therefore, they make good progress in their learning and development.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY293814 Local authority Bristol City Inspection number 843706 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10