Childminder in Bristol

Inspection date 29 August 2019 Previous inspection date 23 May 2016

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3

Effectiveness of leadership and management Requires improvement

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3

Quality of teaching, learning and assessment Requires improvement

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3

Personal development, behaviour and welfare Requires improvement

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3

Outcomes for children Requires improvement

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This is a provision that requires improvement

n Teaching is not consistently of good quality. The childminder does not always make the most of activities, to incorporate children's next steps in learning and provide good challenge to help them make the progress of which they are capable. n The arrangements to support newly recruited assistants are not fully successful in helping them to understand their role and responsibilities to support children's learning and help them make good progress. n The childminder does not communicate effectively with all other settings to enable her to fully meet children's individual needs.

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It has the following strengths

n Children who speak English as an additional language make typical progress from their starting points, particularly in relation to speech and language. The childminder incorporates their home languages into daily routines to support their understanding and to help them learn new words. For example, during a mathematics activity, the childminder counts in Spanish and English, so children can hear numbers in both languages. n The childminder provides a welcoming and homely environment for children. Children settle well and develop strong bonds with the childminder and the assistants. n The childminder forms positive relationships with parents and carers. She shares information with them about their children's development and offers ideas to extend children's learning at home.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

n tailor the support given to children during activities, incorporating their individual next steps in learning, to ensure all children are challenged and make the best possible progress n review and improve the induction process and support for newly appointed assistants, so they have a full understanding of their role and responsibilities n improve partnerships with other settings to share information effectively, to promote consistency in children's learning and development.

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What the setting needs to do to improve further

n The inspector took account of the views of parents spoken to on the day of the inspection, alongside written feedback and testimonials. n The inspector spoke to the assistant present at the time of the inspection. n The inspector sampled documentation, including first aid, risk assessments, policies and procedures. n The inspector sampled children's learning and development records. n The inspector observed child- and adult-led activities carried out inside the provision.

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Effectiveness of leadership and management requires improvement

The childminder does not provide effective support for new assistants to give them a good understanding of their role and responsibilities. For example, some assistants do not recognise how to support children's learning and challenge them accordingly. Arrangements for safeguarding are effective. The childminder and her assistants demonstrate knowledge around safeguarding policies and procedures and know what action to take if they have concerns about a child. The childminder does not currently liaise with other settings that children attend. She does not share information about their care and learning, to support their progress and enhance their experiences to help them make more progress. The childminder does not reflect on her practice effectively to identify gaps in her practice and improve the provision.

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Quality of teaching, learning and assessment requires improvement

Due to weaknesses in the guidance that the childminder provides for assistants, children do not receive good support routinely. The childminder does not communicate learning outcomes of group activities with the assistants, to enable them to build on what children know and can do. For instance, during craft activities, the assistants do not consistently interact with the children effectively, to encourage them to talk about what they are doing, to extend their communication and language skills. The childminder has established positive relationships with parents and they speak favourably about the provision. She shares ongoing information with them to support accurate assessments of the children. However, the childminder does not always use this information to plan and provide challenging experiences for the children so they make consistently good progress. For example, children talk about the pictures they draw, but the childminder

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Quality of teaching, learning and assessment requires improvement

does not use this opportunity to encourage them to practise their early writing skills.

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Personal development, behaviour and welfare require improvement

Children have independent access to resources. However, the childminder does not provide good challenge and stimulation to capture children's interests fully and sustain their concentration for long periods of time. Children have some opportunity throughout the day to learn about healthy foods. For example, when talking about what lunch might be, children suggest 'chips' and the childminder initiates discussion about healthier choices. Although the childminder provides some support and encouragement for children to take responsibility for their own care needs, she does not make the best use of routines to extend their learning, such as during mealtimes. The childminder promotes positive behaviour and helps children to understand boundaries. She reviews risks in the environment to ensure the premises are safe for children.

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Outcomes for children require improvement

Weaknesses in the quality of teaching mean children are not consistently challenged or stimulated during activities, to help them make the progress of which they are capable. Children are settled and make some progress from their starting points, in preparation for school. Older children develop their mathematical skills, such as when counting toys. Toddlers recognise colours and enjoy looking at books. Children develop positive social skills and play nicely alongside each other.

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Setting details

Unique reference number EY432398 Local authority Bristol City of Inspection number 10061838 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 8 Total number of places 12 Number of children on roll 4 Date of previous inspection 23 May 2016

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Registers

The childminder registered in 2011 and lives in the St George area of Bristol. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays. The childminder holds a childcare qualification at level 3.

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Registers

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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Registers

procedures 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 . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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