Childminder in Bradford

Inspection report for early years provision

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Unique reference number EY310912 Inspection date 09/05/2011 Inspector Melissa 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 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 lives with her husband in a semi detached house in Bradford, which is close to local parks, schools and shops. The whole of the ground floor and the bathroom on the first floor is available for childminding. There is a secure outdoor play area.

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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. The childminder has been registered since July 2005. She may care for a maximum of six children under eight years of whom three may be in the early years age range. There are currently four children being cared for of whom one child is in the early years age range. Children attend a variety of sessions. The family have two cats.

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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 is promoted effectively overall, ensuring children receive a good balance of indoor and outdoor activities that they enjoy. Children's individual needs are considered well, which supports their progress across the areas of learning well. Partnerships with parents are effective in promoting children's well-being. The childminder understands her role appropriately with regard to working in partnership with other early years provisions where children may attend in the future to support their learning and welfare. Evaluation systems promote good progress of the provision and the outcomes for children are positive.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure the record of risk assessments clearly states the date of review. (Documentation) 23/05/2011

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further?

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

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further?

 develop further the organisation of the environment to support diversity.

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the early years provision

The childminder has a good understanding of her role to safeguard children, for example, she has clear written procedures to support her in protecting children and she knows what to do if concerned about a child. The risk assessments are clear and effective in reducing any potential risks to children, inside, outdoors and on outings. However, the date of review has been omitted from the indoor record This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of risk assessment, which is a breach of a legal requirement. Overall, the arrangement of space and resources in the environment is effective in supporting children's learning and well-being. Equality and diversity is supported well by the childminder overall. For example, the children's individual needs are taken good account of and there are resources and activities available to help children learn about the diversity in people positively. However, the organisation of the

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the early years provision

environment to fully embrace diversity is not maximised, through the arrangement of signs, symbols, pictures and text.

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the early years provision

The childminder supports the children she looks after effectively, through ongoing discussion with the parents regarding children's individual needs. The children's learning profiles are shared and parents have opportunities to make comments on these files to further promote children's learning progress. The documentation to demonstrate how the childminding provision operates are clear, readily available and shared with the parents. Comments from the parents collected through questionnaires are positive regarding the care of individual children whilst at the provision. Currently, there are no children in the early years age range attending other early years provisions, however, the childminder has established links with the local school to support children's transition in the future, and she is suitably aware of her role in working in partnership to support children.

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the early years provision

Systems in place for monitoring and reflecting on how the provision operates are good overall. The childminder uses written evaluation to monitor the progress of her childminding provision. The childminder researches information to ensure she improves the operation of the provision and she closely follows the Early Years Foundation Stage framework to ensure requirements are met. She asks parents views about the provision through questionnaires and she uses simple but appropriate questionnaires to evaluate if children are happy at the setting. This helps her review the provision successfully, resulting in positive outcomes for children. The childminder has successfully met the recommendation raised at the last inspection by developing clearly planned activities. In addition, she has also developed effective systems for observing children and planning their next steps in their development. The childminder has reviewed her policies and procedures and

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the early years provision

updated her training to support children, such as, by attending recent child protection training. The childminder has also maintained high standards of safety. She also continues to make plans for the future to improve the provision. These improvements support children's learning and welfare effectively.

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and outcomes for children

The environment is conducive to children's learning progress. This is because it is organised to help children select good quality resources that are arranged at low level, aiding choice and independence skills effectively. There are some resources stored in a cupboard due to space, but children are aware of these and can ask to use them. Children's understanding that print has meaning is reinforced well through the low level arrangement of labelling throughout the main room used.

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and outcomes for children

The good range of activities children participate in supports their progress across This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the areas of learning. For example, children enjoy looking at books which are of good quality. They communicate well, frequently asking questions and formulate sentences clearly. Children demonstrate a good knowledge of colours, which are regularly reinforced by the childminder and they count frequently. Children are learning about different shapes effectively and through assembling construction materials they make a triangle and name it. Children are confident within the environment and demonstrate self-care skills well. For example, they put on and take off their own shoes and help make simple meals. They are developing skills for the future effectively. For example, they are frequently asked to make decisions about activities to participate in and they make healthy choices regarding what

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and outcomes for children

foods to eat. For example, they choose their fillings for their sandwiches at lunch time. Children confidently describe what fruits they enjoy at the childminder's and what that they drink milk and water. Children demonstrate a good understanding of the importance of hand washing and children clean their teeth at the childminder's. Children's learning about healthy eating is reinforced through planting activities outdoors. For example, children help grow strawberries in the garden and enjoy eating them. Children have lots of fresh air and exercise outdoors where they can practise their large physical skills, climbing and using a varied range of sit and ride-on toys, hoops or balls.

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and outcomes for children

Children are developing a good overall understanding about diverse communities and the wider world, through using resources, such as, books and dressing-up costumes and materials. Children celebrate festivals, such as, the Chinese New Year. Good photographic evidence shows children participating in the celebration and making Chinese writing. This all helps children learn to value the differences in people well. Children's individual needs are effectively met through the childminder working with parents and through observing children. This also supports children's overall well-being. However, the environment is not yet arranged to really make the most of diversity and to maximise children's understanding positively regarding the society they live in today, as mentioned above in the leadership and management section of the report.

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and outcomes for children

Children behave safely as they explore the environment, responding appropriately to the childminder, for example, they frequently communicate and happily follow requests that the childminder makes, such as, to tidy up. Children receive praise for achieving tasks, such as, for building bricks and naming colours, supporting their emotional well-being well. Children are learning effectively about keeping themselves safe, through indoor and outdoor routines. For example, during a discussion about road safety on outings, they confidently explain that they have to look out for cars when crossing the road.

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and outcomes for children

The observation systems in place are used effectively to help children develop further. For example, records show children making good progress across the areas of learning according to their individual starting points. For example, children are becoming competent with counting and communication. They develop skills for solving problems and they extend decision making skills. They are confident and are learning about the environment and the wider world. In addition, regular reviews are recorded to ensure any gaps in their learning are filled successfully. 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 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 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 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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