Childminder, Out-of school day care in Bristol

Inspection date

Previous inspection date 13 March 2018 3 September 2015

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder has developed really caring and respectful relationships with the children. They are very happy, settled and thrive in her care. She is patient and kind, and is a really good role model for them.  The childminder plans activities based around children's interests. She identifies the next steps in their learning that build on what children already know and can do. Children are motivated to explore and learn, and make good progress in their development.  The childminder has a great deal of experience and clearly understands how children learn. She offers children time and space to develop their play, sensitively joining in to support their ideas, sustain their focus and extend their learning really effectively.  The childminder is proactive in developing different ways of working to benefit the children in her care. For example, she works closely with another childminder for professional discussions and to share good practice. They plan interesting joint

p.1

This provision is good

activities and trips for the children in the local community and wider area.

p.1

It is not yet outstanding because:

 Children do not have everyday opportunities to explore, investigate and experiment with sensory materials.  The childminder is not always successful in gaining information from parents about children's learning and development at home, to help inform her assessments and planning further.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 provide children with greater opportunities to explore, investigate and experiment using their senses  devise best ways of gaining information from parents about what their children learn at home.

p.2

Inspection activities

 The inspector looked at the areas used for childminding. She talked to the children and childminder at appropriate times throughout the inspection.  The inspector sampled documentation, including the suitability and qualifications of the childminder, policies and procedures, children's development records and planning.  The inspector and the childminder evaluated the effectiveness of an activity together.  The inspector took account the views of parents spoken to on the day and their written views by reading their comments in letters.  The inspector discussed the childminder's risk assessments and her self-evaluation process.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder supervises children closely, minimises risks within her home and uses equipment, such as safety gates, to help ensure children's well- being and safety. She has a secure knowledge of the procedures to follow in the event of any concerns about a child. She has focused on updating her knowledge of safeguarding children through training and has reviewed her processes, for example, to help her protect children from harm and extreme views. The childminder builds good partnerships with parents from the start. For instance, she shares information with them regularly through comments in notebooks and during daily chats, talking about what the children have done with her. She reflects on her practice and provision successfully, monitoring how children are progressing and how effectively she has met their needs.

p.3

Quality of teaching, learning and assessment is good

The childminder gets down to the children's level and explores resources alongside children, developing their confidence and motivating them successfully. She supports children, in an age-appropriate way through responsive interactions. For example, young children focus on farm animals, and the childminder helps them recall names and animal noises as she asks them probing questions. She empowers them to take on challenges and patiently encourages them to pay attention to details, such as noticing the different sizes of animals and shapes of construction pieces. Young children persevere to fit fence pieces together, and they talk about the 'big pig' and learn that the 'man' is the farmer.

p.3

Personal development, behaviour and welfare are good

The childminder models good manners and supports children's good behaviour, praising children when they respond accordingly. She helps children learn how to manage their own safety and develop a sense of responsibility. For instance, they tidy up toys to prevent someone tripping on them. The childminder supports children to develop healthy lifestyles and their physical skills, such as on regular walks to nature areas and on equipment at local parks. She sets out her home with interesting activities and resources to stimulate children to make choices in their play. They confidently toddle around and follow their interests. The childminder links skilfully to children's recent experiences, effectively supporting their language and literacy skills and their knowledge of the world. For example, children look through books and the childminder uses these as a source of information to help children look up the types of birds they recently saw at the park.

p.3

Outcomes for children are good

Young children grow in confidence, learn safe practices and take pride in doing things for themselves. They concentrate very well on things that interest them. They develop their coordination skills well. For example, they experiment making marks with crayons and connecting construction pieces. Children's language and communication skills are developing very well. They learn new words rapidly and are eager to copy the role- modelled words offered by the childminder. Children develop positive attitudes towards learning and gain the skills they need to start pre-school and school.

p.3

Setting details

Unique reference number 106850 Local authority Bristol City Inspection number 1126521 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection 3 September 2015

p.4

Telephone number

The childminder registered in 1999 and lives in St Annes, Bristol. She operates all year round, from 7.30am to 6pm on Monday to Friday, except for bank holidays and family holidays.

p.4

Telephone number

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.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

p.4

Telephone number

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5