Childminder in Bradford

Inspection report for early years provision

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Unique reference number EY332534 Inspection date 07/10/2009 Inspector Melissa Louise Patel

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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 was registered in 2006. She lives with her husband and one child aged 15 years, in the Thornton area of Bradford. The home is located close to shops, parks, schools and public transport links. The first floor dining room, hall, kitchen and bathroom are available for childminding purposes. The childminder is registered to care for six children when working alone and nine children when working with an assistant. The childminder is registered to care for children on the Early Years and both parts of the Childcare Register. There are currently 12 children being cared for under eight years on a full or part time basis. The childminder has overall responsibility for the childminding practice, her assistant works in a supportive role. The childminder collects children from a local school and is a member of the National Childminding Association. The childminder has links with other settings where children attend. The childminder is quality assured

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder has an excellent knowledge of how to implement the Early Years Foundation Stage, ensuring children's individual needs are highly considered. This also results in children being safe and included. Activities are exciting and challenge children's abilities extremely well, therefore they make very good strides with their learning whilst having great fun. Partnership working with parents and with other provisions where children attend works effectively overall, supporting children's welfare and learning. The ongoing systems for evaluating the setting are excellent in promoting continuous improvement, therefore outcomes for children are highly positive.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 extend evidence to support partnership working with other settings where children attend, and continue to extend systems to involve parents in the evaluation of the provision process.

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the early years provision

Children are safeguarded highly effectively, because the childminder has a very good understanding of how to implement the Early Years Foundation Stage welfare requirements. For example, the childminder has excellent systems in place to ensure she knows whom to contact if concerned about a child and she ensures everyone required to have a Criminal Record Bureau (CRB) disclosure has one. The This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 risk assessments are very effective in reducing risks to children and checks of the premises indoors and outdoors are on-going. The home environment and resources are organised extremely well to support children's learning and welfare. The childminder supports equality and diversity effectively and there are resources and activities planned to ensure children learn about the differences in people in various contexts. The assistant was not present at the inspection. However, there

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the early years provision

is good evidence available through documentation to demonstrate that she is fully versed on her responsibilities required for her role at this setting.

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the early years provision

Systems in place for monitoring and evaluating the provision are extremely effective. The very detailed and continuous reflection of practice, impacts extremely well on her ability to maintain continuous improvement, and therefore, benefits the children cared for exceptionally well. For example, the childminder has continued to keep up-to-date with changes in regulations through attending courses linked to the Early Years Foundation Stage, and she has attended many other courses to support children's health, safety and development progress. The systems to support children's learning are highly effective and are continuously reviewed to ensure children progress very well. The childminder makes plans for the future. For example, she plans to make changes to her outdoor play area and continue to develop her knowledge through training and researching information, to promote children's overall welfare highly positively. The childminder has made

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the early years provision

effective improvements from recommendations raised at the last inspection. For example, she has ensured children celebrate a more diverse range of cultural festivals, and children visit and take part at other settings on a regular basis, where they can socialise with children from very diverse backgrounds. This helps children learn more about the wider world and communities and supports equality and diversity effectively. In addition, the childminder has improved her planning systems very well to include activities to promote equality.

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the early years provision

The childminder works closely with parents to ensure that daily information is shared to support children's overall development effectively. Parents have access to a very good range of policies and procedures and daily diaries. Parents are included well in their children's learning progress whilst at the setting and often contribute to the children's learning and development records. However, parents are not yet fully included in the evaluation of the provision process to extend children's overall development progress. The links made with other early years provisions where children attend ensures a strong base for communication to support children's learning and welfare. However, the information available is not always fully evident to suggest how the system works in practice, to further support children's learning.

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and outcomes for children

Children have excellent opportunities to progress with their learning, because the childminder plans activities that motivate and challenge children and babies, and they enjoy themselves very well. For example, babies and children are all included in role play to support their learning. They act out the story of Goldilocks and the three bears, as the childminder reads the story. They extend their confidence and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 skills for the future exceptionally well as they listen for their turn and use their imagination as they pretend to run and hide in the woods. They excitedly use words they remember from the story and use the puppets to reinforce their actions, developing their communication skills very well. In addition, children who are more confident make good attempts to tell the story themselves using the book to support them, and starting to associate that words have meaning

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and outcomes for children

exceptionally well. Children solve problems and practise their numerical skills highly effectively through this activity. For example, they find a small chair and a large chair and compare sizes, and they count them.

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and outcomes for children

The planning and the observation and assessment arrangements are highly extensive to ensure children progress across the areas of learning very well. Children who attempt to do tasks for themselves have many opportunities to challenge them, such as putting on shoes, fastening coats and making choices. Children's learning is also extended skilfully through questioning. Children who show good control of a paint brush have further opportunities to experiment with paint and develop their fine physical skills and hand and eye coordination through using other tools, such as glue spreaders and scissors. Children are encouraged to follow their own interests very well. For example, children who wish to make a bird's nest during a creative activity are helped to find the resources to make one. Children are encouraged highly effectively to think for themselves and they are developing their vocabulary very well. For example, they are often asked to recall

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and outcomes for children

events, such as collecting leaves whilst learning about Autumn. They explain that the leaves are from the Sycamore tree.

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and outcomes for children

Resources to support diversity are prominent overall and portray positive images of people through equipment, such as dolls, books and dressing-up-costumes. Effective planning to support equality includes a variety of activities to incorporate celebrating festivals, such as Divali and Saint Georges Day. Children learn about Eid through making a display. Children frequently go into the local community, such as to parks and playgroups, extending their knowledge about the wider world and lifestyles of local communities effectively. Children behave safely as they move around the environment, considering others as they help to tidy up. All children, including babies, are developing an excellent understanding of how to keep themselves safe and to do so independently. For example, they show with some support from the childminder how they practise the fire procedure. They all know what to do, demonstrating that the practise is a regular occurrence to help keep

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and outcomes for children

them very safe. Children are developing a very good understanding of how to keep themselves healthy. For example, they know when to wash their hands and why. They are making healthy choices about food as they choose whether to eat raisins, strawberries or both. Children drink healthy drinks, such as water and milk. Excellent photographic evidence demonstrates children enjoying fresh air whilst they develop their physical skills at local parks where they can climb and slide. They dig in the sand and plant seeds in the garden. Children recall events they do outdoors and they explain that they can run and jump. Children develop their physical skills very well indoors as they explore going in and out of the tent. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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