Childminder in Bradford

Inspection report for early years provision

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Unique reference number EY244123 Inspection date 15/09/2009 Inspector Kaldip Kaur Chaggar-Brown

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, 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.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder has been registered since 2003. She lives with her husband and two children in the Thackley area of Bradford, West Yorkshire. The family live in a detached house and the lounge is used for childcare purposes, and on the first floor the bathroom and one bedroom is used for childcare purposes. Children have access to an enclosed garden for outdoor play. Pets include a cat.

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Description of the childminding

The childminder is registered on the Early Years Register, and on the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of five children under eight years at any one time and is currently minding three children under five years who are in the early years range. The childminder also cares for two children who are aged over the age of eight. The childminder is a member of the National Childminding Association.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The Early Years Foundation Stage (EYFS) is implemented effectively by the childminder. She has robust strategies to meet the individual needs of children. As a result children make good progress in their learning and development. The childminder provides good support to children so that all children are included in all activities. Children's welfare is promoted well and children are safeguarded. Partnerships with parents is effective as parents are involved with the care of their children. The childminder demonstrates good capacity for continuous improvement, as she has completed a self evaluation of her provision. She has obtained funding to improve her provision, and has plans in place to make further changes to improve outcomes for children.

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further?

To further improve the early years provision the registered person should:

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further?

 further develop a range of toys and resources with regard to information technology  further develop how information about children's starting points are recorded further develop partnerships with other providers of the EYFS.

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the early years provision

The childminder has a secure knowledge of the EYFS. The childminder understands the understands the importance of safeguarding children, for example she has the relevant documentation to refer to if she had any child protection concerns about a child, and she keeps accurate records related to accidents. Children play safely within the home as the childminder has taken precautions to keep them safe. She This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 has an effective risk assessment record that identifies potential hazards and how these are to be minimised. Children are kept safe within the environment as the security is good because exit doors are kept locked.

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the early years provision

Working effectively in partnership with parents is important to the childminder. For young children she discusses the arrangements for children's meals, such as are they to eat pureed or lumpy foods? Permission from parents is sought for the childminder to take photographs and to seek emergency medical advice or treatment. Other polices and procedures are used for the effectively for the management of the provision. The childminder takes good steps to promote equality and diversity, as all children are included in her provision and she meets individual needs of children.

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the early years provision

Up to date training is attended as the childminder is committed to keeping abreast of new ways of working, and providing different ways of enhancing her provision. Although the childminder has some links with the local school, she would like to increase her contact about the EYFS in different settings to ensure children have continuity of learning. The childminder is committed to improving her practice and this includes completing recommendations from the last inspection to improve outcomes for children. For example, she has devised a policy for the exclusion of children who are ill to prevent cross infection. The childminder has completed a self evaluation of her provision, and has previously identified gaps in her play provision which she has now added to. This included more outdoor play equipment. Effective use of grant money has enabled the childminder to create a learning environment in which children are developing their decision making skills

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the early years provision

when deciding what to play with and where. The deployment of resources is good and accessible to all.

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and outcomes for children

Children are well supported by the childminder as she interacts very well with them. She recognises when they need reassurance and guidance and when they want to play independently. The childminder involves all children in play, making suggestions as to how they can help each other. Children show concern for each other, and are beginning to understand that others have different needs to themselves. Children have their own comforter which they bring from home, and this provides children with reassurance when resting or sleeping. The childminder effectively distracts children as part of her strategy for dealing with unwanted behaviour. She encourages co operation between children so that they learn about tolerance and acceptance.

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and outcomes for children

Children make good use of their environment as they move around easily selecting play equipment from low cupboards. A good balance of adult led and child led activities takes place. The childminder has effective systems in place to ensure children receive an enjoyable and challenging experience across all areas of learning. She identifies what she has planned for each child, their next steps in learning, how they like to learn and what they enjoy. Although the childminder gathers information from parents about where children are at in relation to their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 initial learning and development, this is not formalised and is not easily linked to planning children's next steps. The childminder has developed learning and development folders for all children and records observations in them. These are linked to the early learning goals and show how well children are progressing.

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and outcomes for children

Children have opportunity to draw and write with different materials such as paints and pencils. The childminder supports children's understanding of how to use books, they learn to turn over pages carefully, use books for reference and stories. Children enjoy listening to the childminder reading a story. Children of all ages communicate well with the childminder, for example, young children seek out her attention by making noises which she recognises. Discussions about what children did a few days ago results in children learning about time and sequencing. Everyday activities include putting equipment away and the childminder takes these opportunities to encourage children to develop their counting skills. Such as when putting construction blocks young children count up to seven and the childminder gives lots of praise developing children's self esteem. The use of shape sorters by younger children develop their understanding of problem solving, as

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and outcomes for children

they try to 'post' plastic shapes into the correct holes.

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and outcomes for children

The childminder develops children's understanding of the wider world through activities, such as visiting places of interest and by celebrating different cultural festivals. Pictures and posters displayed show positive images of people from around the world. Children are familiar with the more local environment as they visit the local school. This links in well with children in the transition who are moving up to school. Young children enjoy playing with treasure baskets where the contents, such as a chrome bowl is used to look at their reflection, they use everyday objects to explore and investigate. Children also enjoy listening and moving to music.

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and outcomes for children

Children know that they sit at the table to eat their meals and snacks. Although the childminder reminds younger children to wash their hands other children know the routine. The childminder demonstrates that she is a good role model as she washes her hands and cleans the table and highchair before use. Children of all ages use cutlery to feed themselves. Toddlers are both confident and competent at stabbing food or cutting it with a knife. Children keep themselves hydrated as they access their own drink when they want. The childminder is developing healthy eating choices as not all children want to eat fresh fruit. Children know when they have had enough at meal times as they push their plate away and as a result are learning about eating healthily. Children have good opportunities to develop their physical skills either in the garden, or when out visiting the park.

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and outcomes for children

During activities the childminder reminds children about keeping safe by not tripping over toys on the floor. They also learn about road safety when on outings. Children show that they are listening to her as they look at her when she is talking. They are learning about safety routines when practicing the building evacuation. Children are developing skills for the future as they learn to dress themselves and to be independent when using the bathroom. However they have a limited range of equipment to develop their IT skills. Children are confident when talking about their day, and show that they are able to communicate both with the childminder and with other children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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