Childminder in Bradford

Inspection report for early years provision

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Unique reference number EY260880 Inspection date 29/02/2012 Inspector Helene Terry

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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 has been registered since 2003. She lives with her partner and teenage son in a property in Bradford, West Yorkshire. The whole of the ground floor and the bathroom on the first floor of the home are used for the children. The garden is used for outdoor play.

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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, she has 10 children on roll between the ages of one and eight years, most of whom, attend for various sessions throughout the week. The childminder takes children to and from the local school. The provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder has a level 3 qualification in early years and is part of the local authority's quality assurance scheme. She attends regular toddler groups with the children 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 good.

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The overall effectiveness of the early years provision

Children make good progress in their learning and are actively developing skills for the future. They are happy and content in the childminder's care, displaying a strong sense of belonging. Children's welfare is well promoted as the childminder ensures that health and safety arrangements are effectively implemented. On the whole, there are good partnerships with parents and other agencies involved in the care and learning of children, hence children are well supported. Ongoing improvement is given due consideration as the childminder reflects on her practice and over time, takes appropriate action that has a positive impact on the outcomes for all children.

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further?

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

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further?

 develop further systems for gaining information from parents regarding their child's developmental starting points when the child first starts the setting  develop systems further for obtaining parents' and children's views about the setting as part of the continuous quality improvement processes.

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the early years provision

Children are protected very well because the childminder understands her role and responsibilities regarding child protection. Written procedures for safeguarding are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 in place, which are shared with parents. Risk assessments are used very well to identify hazards to children and these are reviewed regularly. Furthermore, all adults in the home have been vetted to protect children. All of the mandatory documentation for the safe management of the setting, are in place and appropriately maintained.

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the early years provision

Good use is made of the premises as children move confidently around the play areas. Quality resources are effectively deployed to support children's learning and development. As well as toys and activities being accessible to children to promote choice, the childminder also has a folder that contains pictures of all her resources. This helps the children make further choices about what they want to play with. The outdoor play area, that has recently been developed, is an asset to the setting and is used very well to promote all areas of children's learning, particularly for those children who learn better outdoors.

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the early years provision

Equality and diversity are promoted well. Use of time is planned carefully so that children's interests are built upon. There are resources that represent positive images of diversity to enable children to feel welcome and help them to learn about and respect people's differences and similarities. There is a clear emphasis on meeting children's individual needs. For example, the childminder works closely with parents and other agencies to develop joint strategies for the children's well- being. However, the procedure used for gathering in-depth information from parents about what children can do when they first start at the setting, is not robust. This prevents the childminder from rigorously planning for children's individual learning needs across the early learning goals as soon as the child starts at the setting. On the other hand, they do share information regularly about children's needs and the children's learning records are shown to parents and local

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the early years provision

schools, to ensure a consistent approach.

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the early years provision

The childminder clearly reflects on her provision to identify her strengths and areas for improvement by using the Ofsted self-evaluation form. However, systems to ensure parents and children's views are fed into this format, are not clear. The recommendations from the previous inspection have been fully implemented to promote children's well-being. The childminder acts on recommendations identified by the local authority's development workers, to further enhance her provision.

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and outcomes for children

Children enjoy their time with their childminder and they make good progress in their learning and development. They take part in a good range of activities that are adult-initiated and child-led. Activities are flexible and take account of children's individual interests and stages of development. The childminder watches the children as they play, to assess their development. She records their progress and uses this information to help make decisions for their future learning, using their next steps in development. The childminder supports the children well as she responds appropriately to their needs and extends curiosity and learning. For example,, as a child plays at the outdoor chalk board she notices the child looking at the number wall chart. She asks the child 'How old are you?' and then asks if he This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 can find the number on the chart relevant to his age.

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and outcomes for children

Young children's language and communication skills are developing well, as the childminder clearly communicates with them, asking them questions and introducing new vocabulary. Children enjoy easy access to a wide range of books and the childminder reads stories with them regularly. Opportunities to enhance creative skills are plentiful. Children delight in playing with the white foam, enjoying the feel and smell and say they are finding the animals in the snow. They use their imaginations well in role play situations outdoors, as they pretend to go to the shops, library and prepare meals at the cooker. They explore climbing and crawling along the wooden ramps and tunnels and use positional language in their play as they talk about crawling along the top and bottom. Problem solving and reasoning skills are used well throughout their activities and daily routines, such as, when they weigh and measure during baking and when they complete jigsaws,

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and outcomes for children

Children develop high levels of confidence and self-esteem because the childminder gives regular praise, encouragement and support. Consequently, children learn to share, take turns and show consideration for each other. They are independent within the setting as they choose resources, put on their own shoes, coats and hats and enjoy sweeping in the garden using the child-sized brushes. They learn about themselves and the wider community through general discussion, exploring various festivals and special days and enjoy easy access to a range of resources that show positive images of diversity.

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and outcomes for children

Children learn about healthy lifestyles through daily routines and activities. They have regular opportunities to play outdoors in the garden or at parks to exercise, build up muscles and develop coordination. They learn about food that is good for them through healthy, balanced meals and discussions at mealtimes. They confidently wash their hands before mealtimes and after visiting the bathroom, to get rid of the germs and they learn about keeping teeth healthy and the dangers of sugary foods. Children regularly take part in the fire drills and learn how to cross roads safely during outings. As a result, they develop skills for the future. 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 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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