Childminder in Bradford

Inspection report for early years provision

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Unique reference number EY432738 Inspection date 22/02/2012 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 was registered in 2011. She lives with her partner and daughter aged four years, in a large terraced property in Keighley, West Yorkshire. The whole of the ground floor of the home, and the bathroom and child's bedroom on the first floor are available for childminding. The rear garden is available for outdoor play.

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Description of the childminding

This provision is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder may care for five children under eight years, of whom two may be in the early years age range. She is currently caring for three children under eight years, of whom three are in the early years age range.

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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 Early Years Foundation Stage is suitably promoted overall, supporting children's wellbeing. Children progress appropriately towards the early learning goals, according to the time attending the provision and their individual starting points. However, the use of the observations to support children's progress, although suitable, are not yet maximised. Partnership with parents and with other provisions where children also attend, work appropriately in promoting children's overall welfare. Monitoring systems promote steady on-going continuous improvement of the provision, however, these systems are not yet fully developed, to further enhance the outcomes for children in the future.

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further?

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

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further?

 ensure records of individual children include sufficient information for the safe and efficient management of the setting and to fully meet children's individual needs, to include all emergency contacts and the name of the person whom normally collects the child. (Documentation) 24/02/2012

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further?

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

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further?

 develop the evaluation systems, as the basis of consistent ongoing review of the provision, such as by using the Ofsted self-evaluation form and include parents in the evaluation of the provision process  record the fire evacuation procedure and note any problems encountered and how they were resolved This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  develop the use of observations to consistently maximise children's next steps in their learning  plan an environment that is rich in signs, symbols and words.

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the early years provision

Clear safeguarding systems keep children safe from harm, supporting their welfare. For example, the childminder understands whom to contact if concerned about a child. The record of risk assessments are used appropriately to keep children safe in the home, outdoors and on outings. There is a clear fire evacuation procedure in place, however, the practice has not been recorded to monitor any possible problems encountered or how they were resolved to maximise children's well-being. Written procedures are maintained well overall to support children's welfare appropriately. However, some of the written records of individual children are incomplete, such as all emergency contacts and whom normally collects the child, which is a breach of a legal requirement. Verbal agreement is obtained.

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the early years provision

The arrangement of space in the home supports children's learning and development appropriately overall and resources are well maintained. The childminder supports equality and diversity through gathering a range of information to support each child's individual needs suitably and the organisation of the environment and resources support children's learning appropriately about the diversity in people.

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the early years provision

The childminder uses informal evaluation to monitor the progress of the childminding provision sufficiently overall, using the Early Years Foundation Stage framework to help her make plans to maintain suitable on-going continuous improvement. However, monitoring systems are not maximised as the basis of consistent ongoing review, such as using the Ofsted evaluation form and through developing clear systems to include the parents views. This is the childminders first inspection since being registered and overall she has put in place some sound improvements for children. For example, the childminder has started to extend her planning systems to support children's individual learning progress appropriately overall and she has developed her links with other provisions where children also attend. These developments support children's learning and well-being appropriately.

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the early years provision

The childminder liaises regularly with the parents to support children. For example, there is regular on-going dialogue shared regarding the children's daily routines. There is some useful information gathered before children start the provision to support their welfare and learning needs, such as what activities children like and whether they can count or drink from a cup without a lid. Policies and procedures are also shared with the parents and support children's welfare appropriately overall. The childminder has established clear links with other settings where children may attend in the future, through sharing information to support children's individual needs, transition and learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children enjoy their time at the provision through the childminder supporting children appropriately in their development across the areas of learning. For example, children have many opportunities to extend their counting skills through daily activities. Older and more able children recognise numerals and are able to take away and add simple numbers. Children solve problems as they fix and assemble train tracks. The childminder uses props in the environment well overall, to support children in their learning by enabling them to access a range of suitable equipment and taking opportunities to ask questions about colours and numbers. Children have fun whilst developing physical skills and hand and eye co-ordination, as they use toy golf clubs to fit balls into holes. Children often mark make and some children are learning to write their name. Children often look at books and with the childminder talk about the pictures and point at words. The environment

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and outcomes for children

does have some words up in picture and poster form but the arrangement is not rich in signs, symbols and text and arranged at children's level, to consistently reinforce children's understanding that words have meaning.

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and outcomes for children

Children behave confidently, often asking questions and demonstrating independence as they develop an appropriate awareness of safety as they climb down the stairs. The observation systems are developing suitably overall, to support children's learning and development. For example, through taking account of children's starting points and through observation plans are starting to be put into place to help children receive appropriate challenges to extend their skills, such as colour recognition, counting and communication skills. However, the observations systems, although satisfactory are not yet fully developed to consistently inform planning and to maximise a child's developmental progress across all areas of learning.

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and outcomes for children

Children are starting to learn about diverse communities and the wider world appropriately, through using resources within the environment that reflect positive images of the differences in peoples customs and lifestyles, such as through images and books. Children behave well and are learning to care for resources well. In addition, they move around the environment safely.

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and outcomes for children

Children stay healthy as they are cared for in an environment which is clean and hygienic. Hygiene routines are carried through consistently, such as hand washing routines and children show good knowledge of why it is important to wash hands. Children eat a range of healthy foods, such as fruit and yogurts at snack time and they are given healthy choices of fillings for their sandwiches at lunch time, such as egg or cheese. They freely access drinks, such as water, dilute juice or they can have milk. Children are active in the fresh air by going on regular outings, such as to various parks. In addition, they use good quality resources in the garden, where they can develop their physical skills well, such as through climbing steps to the slide, which can present a challenge to some children. In addition, they can use push and pull toys, a swing or use their imagination in the play house. 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 2 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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