Childminder in Bradford

Inspection report for early years provision

p.1

Unique reference number EY393083 Inspection date 06/01/2011 Inspector Helene Terry

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder has been registered since 2010. He co-childminds with his wife who is also registered. They live with their one-year-old child in a property in Bradford, West Yorkshire. The whole of the ground floor of the home is used for the children. The rear garden is used for outdoor play. The family has a pet cat.

p.4

Description of the childminding

The childminder is registered to care for a maximum of six children at any one time, of whom no more than three may be in the early years age range. At present, he has ten children on roll between the ages of one and 10 years; most of whom attend for various sessions throughout the week. The childminder takes children to and from the local school. This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

p.4

Description of the childminding

The childminder regularly attends toddlers groups and is a member of the National Childminding Association. He has a level 2 qualification in early years.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Children are making satisfactory progress in their learning and development in a safe environment where their individual needs are met well. The childminder has built good relationships with parents and carers to enhance continuity of care. The systems for self-evaluation are being developed, as he has only recently begun to care for children. However he demonstrates a sound ability to continually look for ways to improve the quality of the provision that he offers.

p.4

further?

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

p.4

further?

 develop further the observations of each child's achievements, interests and learning styles.

p.4

the early years provision

The childminder has a good knowledge of how to safeguard children and follows the guidance of the Local Safeguarding Children Board. He has a clear policy in place which is shared with parents. Although, the written statement does not include procedures to follow should allegations be made against the childminder he is clear of procedures to follow. There are robust procedures in place to ensure that only those adults authorised may collect children and any visitors to the home are identified and recorded. Children are kept safe through the detailed risk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 assessments, which the childminder conducts of all aspects of the provision. During the inspection the childminder took a child to school, which left his co- childminder caring for more children than she is registered for. The childminders have reviewed their lunch time routine to ensure that they work closely together to

p.4

the early years provision

maintain conditions of registration, in respect of numbers of children they are each registered for.

p.5

the early years provision

Children are encouraged to make choices about toys and activities, this is made possible because they can easily reach a suitable range of resources to support their play and learning. The childminder provides an inclusive environment for children including those that speak English an additional language. There are some resources that positively portray diversity in society to enable children to learn to respect people's similarities and differences.

p.5

the early years provision

The childminder builds good relationships with parents to ensure continuity of care. Parents benefit from clear information about the provision, including written policies and procedures, daily journals, regular chats and they also access their child's development records. They also complete questionnaires to enable them to give their views about the setting and this links into the settings self-evaluation processes. Parents state that they are happy with the care that their children receive and have seen improvements in their child's development. These good relationships mean that the childminder is able to identify and address the individual needs of each child in his care. The childminder works closely with the other early years provision that children attend by sharing information on a regular basis to improve the welfare and development of children.

p.5

the early years provision

The childminder has suitable systems in place for monitoring and evaluating the effectiveness of the provision. He has completed a self-evaluation form, which is contributed to by parents and children. Since registration he has developed further play areas within the home to make more space for the children. He is keen to take part in further training to develop his knowledge and understanding of childcare and of how children learn and develop.

p.5

and outcomes for children

Children settle well with the childminder, gaining confidence to join in conversation and play with others. The childminder makes himself available to support and encourage the children in their play. He knows each child's capabilities well and provides a suitable range of activities and resources. As a result, children are making sound progress in their development, even though many of the children have only recently started attending the setting. The childminder naturally challenges children by asking questions to enable them to think and respond in their own words. For example, whilst children are playing with paints he asks them about the colours that they are creating as they mix the paints. He also encourages the children to observe what happens when they press buttons and levers on the trucks to enable them to understand how things happen and work. The childminder observes children as they play recording observations; however,

p.5

and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 from the observations it is not always clear what children have achieved. Next steps in children's learning are identified but are not yet fully influencing the planning for each individual child.

p.6

and outcomes for children

Children explore their senses using a range of media, including play dough. They enjoy playing with the musical instruments as they discover how to make sounds using hitting, shaking and scratching techniques. Early mark-making skills are promoted using crayons, pencils and paper. The good use of shape sorters and other tactile materials enable younger children to develop their skills to match and manipulate. Children have opportunities to develop number and counting skills. Three-year-olds competently count objects on a one to one basis and recognise some numbers under five. They learn about the environment including the weather, seasons and life cycles. They grow plants and vegetables in the garden and eat their produce as part of the activities. Children are learning to become independent. Babies and toddlers learn to feed themselves and toddlers are toilet training. Preschool children confidently put on and take off their coats and shoes

p.6

and outcomes for children

and help tidy toys away. Children behave very well. They are polite and quickly learn the boundaries within the setting. Younger children learn to share and take turns through activities and reminders. A reward system is in place with children receiving opportunities to decide on the choice of fruit for the day and certificates are awarded. The childminder consistently offers encouragement and praise to promote self-esteem and confidence.

p.6

and outcomes for children

Children learn the importance of a healthy lifestyle. They enjoy daily opportunities for fresh air and exercise. They have regular access to drinking water and make selections from a range of nutritious foods, such as fruit at snack time, showing their growing understanding of healthy options. They are encouraged to eat vegetables, and learn that eating a healthy diet helps them grow. Well-established routines for hand washing ensure that children adopt good personal hygiene to 'get rid of germs'. Children effectively learn how to keep themselves safe as they regularly practise emergency evacuation procedures; this ensures they become confident with escape routes and routines. They learn how to stay safe when out walking, meeting strangers and crossing roads. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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 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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

Stage

The extent to which children achieve and enjoy their learning 3 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 3

p.7

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

p.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8