Childminder in Bradford

Inspection report for early years provision

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Unique reference number EY428222 Inspection date 11/01/2012 Inspector Nicola Dickinson

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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 2011. The provision is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Wilsden, Bradford with her husband and three children aged seven months, two years and six years. The home is situated in a residential area close to local amenities. The ground floor of the home and first floor bedroom and bathroom are used for childminding. There is an enclosed split-level garden for outdoor play.

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Description of the childminding

The provision is open each weekday from 7.30am to 6pm for 52 weeks of the year. The childminder is able to collect children from local schools and pre-schools.

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Description of the childminding

The childminder is registered to take a maximum of three children. There is currently one child attending who is within the early years age range.

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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

Children are well cared for in a safe, clean and welcoming environment. However, not all documentation is in place. Children make good progress in their learning because their interests are clearly identified and well supported. Parent partnerships are good. Most resources are used well, although sources depicting people with disabilities are not evident. The childminder has a clear vision for the sustainability and improvement of the provision.

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further?

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

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further?

 ensure written parental permission is requested, at the time of the child's admission to the provision, to the seeking of any necessary emergency medical advice or treatment in the future (Safeguarding and promoting children's welfare). 08/02/2012

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further?

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

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further?

 improve children's access to resources which show the setting's positive attitude to disability. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are appropriately safeguarded in the setting because good safety measures are in place. The childminder has good risk assessments which are implemented well and reviewed regularly. Child record forms have been completed and the childminder has emergency contact details for parents. However, permission to seek emergency treatment is not in place. Children's safety is maintained because the childminder has a good understanding of the procedures to be followed in the event of an emergency.

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the early years provision

The childminder uses her knowledge of the Early Years Foundation Stage to observe, assess and plan for children's learning. Children's interests are identified and their progress can be tracked. Topics reflecting current events such as, Chinese New Year, are included in planning. Planning is flexible and activities are primarily child-led. The environment is well organised with a good range of developmentally appropriate resources. The use of the outdoor area provides children with opportunities to explore child and adult-led activities. Good use of space ensures children are provided with quiet areas for rest which meet their individual needs.

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the early years provision

The childminder is aware of her strengths and weaknesses. She has self-evaluation processes in place which promote the involvement of parents, children and other providers. The childminder accesses training and welcomes advice from outside agencies. She has good partnerships with parents and other providers who share the care of the children. She obtains useful information verbally about each child such as, their daily routines and issues which may impact on their care, ensuring their welfare needs are met. Information is shared about children's learning through daily diaries, verbal exchanges and emails.

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the early years provision

The childminder understands where to access support for children with special educational needs and/or disabilities. She also knows where to access support for children who speak English as an additional language. An equal opportunities policy is in place and shared with parents. Equality and diversity is promoted and children are developing a good understanding of culture through celebrations, role play and the food they choose. However, resources and practice to promote children's understanding of people with disabilities is not evident. All children are valued as individuals, are free from discrimination and have access to all resources.

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and outcomes for children

The childminder works hard to engage children in activities, encouraging all children to join in. She maintains their interest by involving them in conversation about their creations, families and experiences with other providers. Children's individual interests and next steps for learning are identified in planning ensuring children are presented with challenges which extend their learning. The environment facilitates independent child-led learning, helping children to make This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 good progress towards the early learning goals. The use of resources in the community such as, the library, extend children's learning experience. The local park and places of interest give the children opportunities for physical development.

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and outcomes for children

The children in the setting feel safe. Good settling-in procedures are in place. The childminder understands how transition impacts on children and works with parents to ensure they are well supported. Children are happy and have good relationships with their peers. Enjoyment of activities is clear from their animation and good levels of concentration. There are good hygiene routines in place which means children develop a good understanding of personal hygiene. Children are given healthy choices at snack time and drinking water is readily available, ensuring children are well hydrated. Children are involved in the planning of meals. This promotes children's knowledge and understanding of the world and supports them in developing skills for the future. The outside area gives children access to additional resources and they enjoy learning in the fresh air. The childminder uses opportunities, such as the school run, to promote children's understanding of the

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and outcomes for children

world, helping them risk assess for themselves. This means children develop a good understanding of how to keep themselves safe.

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and outcomes for children

Children develop skills for the future because the childminder is a good role model. Children are very well behaved, include each other in their play and are kind to each other. The childminder effectively balances the needs of her baby with those of the children she cares for. Good explanations support children in understanding the needs of others. They work together discussing their creations, sharing their ideas and helping each other. The effective use of praise helps children to build self-esteem and gain confidence to stretch their skills across all areas of learning, to new levels. Clear boundaries are set, helping children to understand right and wrong. Children make a positive contribution because they are valued as individuals. Their ideas are included in planning and they actively contribute to the evaluation process and improvement of the provision. Good levels of support ensure all children make progress in their learning.

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and outcomes for children

Children develop understanding of culture and diversity through a variety of activities including celebrations, such as Chinese New Year. The childminder develops children's understanding of relationships, such as same sex partnerships, through developmentally appropriate discussions. Children make good progress in communication, language and literacy because the childminder engages them in stimulating activities such as, story and song time. Children develop a good knowledge of number, colour, shape and size through routine activities such as, shopping, cooking and the use of everyday language. 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 3 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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