Childminder in Bradford

Inspection report for early years provision

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Unique reference number EY409256 Inspection date 22/11/2010 Inspector Rachel Ayo

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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 assesses 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 0300 123 1231, 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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T: 0300 123 1231 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 2010. She lives with her partner and their two- year-old child in Ilkley in West Yorkshire. Both the ground floor and first floor of the property are used for childminding purposes. Local amenities include schools, nurseries, shops, parks and a library, and transport links are close by. Children access local areas for outdoor play.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of five children under eight years at any one time, no more than two of which may be in the early years age range. The childminder is currently caring for three children in this age group who attend a variety of sessions during the week. The childminder attends a toddler group each week and 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 satisfactory.

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The overall effectiveness of the early years provision

The childminder adequately promotes children's welfare, learning and development in most aspects. Space is organised appropriately to meet children's individual needs and enable them to make choices. Activities are satisfactorily planned and there are developing systems for individualised observational assessment. Appropriate information is exchanged with parents in order to meet children's individual needs and promote inclusion. There are adequate systems for self- evaluation in order for the childminder to identify future areas for development, to enhance outcomes for children.

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further?

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

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further?

 establish clear starting points to inform children's next steps in line with the expectations of the early learning goals in order to effectively support children's learning and development and track their progress  improve hygiene arrangements with regards to hand washing routines and the cleanliness of the downstairs carpet  improve child protection procedures by keeping a record of existing injuries.

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the early years provision

Children are appropriately safeguarded. Adults in the home are vetted and the childminder is aware of possible signs and symptoms of abuse or neglect and of the procedures to follow if a child is identified as being at risk. Although, the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder does not log any marks or injuries that are observed on children's arrival. Suitable risk assessments ensure that hazards, such as the stairs and cleaning materials are minimised to keep children safe, and regular emergency evacuations take place. The premises are kept secure to prevent any unauthorised access and equipment, such as a first aid kit and reins promotes safety on outings. Children are supervised appropriately at all times in order to minimise any accidents. The childminder is especially vigilant in ensuring that toddlers do not put small parts of toys in their mouth, such as a train track connector. Documentation

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the early years provision

is maintained in line with requirements in order to meet children's individual needs and promote the efficient and safe management of the provision.

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the early years provision

Space and resources are organised adequately to enable children to take part in different activities and have their individual needs met. For example, a travel cot is placed in the first floor bedroom to enable toddlers to sleep undisturbed. Children engage in mark-making at the dining room table and access toys, such as puzzles and books in the lounge. The childminder takes account of all information provided by parents about their children's individual needs to ensure that these are met. She has a suitable understanding of promoting equal opportunities. For example, she ensures no gender bias within her provision and helps children to learn about the wider community through an adequate range of resources.

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the early years provision

The childminder has completed a self-evaluation form. Within this she has adequately identified areas for improvement, such as partnership working with parents, training, resources and the systems for observing the children. She has completed all required training and has attended additional courses in food health and safety, child accident prevention and child protection. This demonstrates the childminder's commitment to her professional development in order to enhance outcomes for children.

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the early years provision

Parents are requested to read the policies and procedures file and daily conversations update them about their children's welfare and learning. The childminder works closely with parents to support particular stages of children's development, such as toilet training. Parents are very complimentary about the service provided. The childminder is suitably aware of issues relating to caring for children with special educational needs and/or disabilities. The childminder is developing her links with providers delivering the Early Years Foundation Stage where children attend other settings to ensure a consistent approach.

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and outcomes for children

Children are happy and clearly at ease in the childminder's home. Those relatively new to the setting who are a little upset on being left are distracted and soon settle. The childminder is beginning to undertake observations of the children. However, information does not consistently show children's starting points and next steps, in line with the expectations of the early learning goals, in order to ensure that children are fully supported in making optimum progress. Children are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 provided with a suitable range of resources which they show satisfactory levels of interest in. These are easily accessible in the lounge, and mark-making equipment, an easel, a tray of sand and sea animals are available in the kitchen. This enables children to develop independence as they confidently explore their environment, which is enhanced by posters and artwork. Children also spend time playing

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and outcomes for children

imaginatively with role play resources, such as dressing up costumes and an ironing board in the childminder's daughter's bedroom as they become distracted after a trip to the bathroom.

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and outcomes for children

The childminder provides sufficient challenge and support in terms of her communication and interaction with the children. For example, she helps them solve problems as they attempt to make a car ramp using a book, suggesting the use of a hard backed book to make the ramp sturdy. Toddlers test out their developing physical skills as they attempt to climb onto a wheeled toy with the help of the childminder. They show good hand and eye coordination while playing with a stacking ring and observe the sand with delight as it runs through their fingers. Children learn about how things work, for example, as they ask the childminder why she is changing the battery in the train.

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and outcomes for children

Children are learning to recognise numbers through activities, such as puzzles and the childminder encourages them to count. They show adults how the train track connects together then switch on the train, laughing as it goes backwards rather than forwards. Children communicate in a range of ways as they talk to adults about what they are doing or express their needs. Toddlers babble away enthusiastically and use gestures, such as pointing to indicate what they want. The childminder uses positive reinforcements, such as praise and encouragement to help children learn to share and cooperate with their peers. Reward systems, such as star charts are additionally used to support children, for example, with their toilet training. Toddlers demonstrate that they feel safe and secure in the setting as they readily approach the childminder and discussions around road safety adequately help children to learn to keep themselves safe.

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and outcomes for children

Children have regular opportunities to access fresh air and exercise through walks within the local community, access to groups and visits to the park. The provision of nutritious meals and snacks, which incorporate a daily home made meal, such as shepherd's pie help children to stay healthy. Drinks are readily accessible in the lounge to ensure that children remain hydrated. The childminder implements appropriate hygiene routines overall to prevent cross infection and most areas of the home are maintained in a suitable state of cleanliness, repair and decor. However, children do not wash their hands before eating and the downstairs carpet is heavily stained. 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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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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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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