Childminder in Bradford

Inspection date

Previous inspection date 15/11/2012 19/11/2008

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a friendly and caring disposition, which is conducive to all children and their families feeling welcome. The good level of support she provides ensures that all children have good opportunities to make progress towards the early learning goals.  The childminder effectively nurtures children's understanding of how to stay safe and remain healthy. She is a good role model and enters into informative discussions with the children to heighten their awareness.  Children's personal, social and emotional development is promoted well. The childminder uses a positive and consistent approach to managing behaviour, which takes into account children's understanding and maturity. Consequently, they are learning what is and is not acceptable and that their words and actions affect other people.

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It is not yet outstanding because

 Systems to involve parents in the ongoing observation and assessment process are not fully embedded, to enable the childminder to precisely monitor all of the achievements children make.  All of the resources are not easily accessible to enhance opportunities for children to make choices.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the childminder's living room.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, the childminder's self-evaluation form and a range of policies and procedures.

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Inspection activities

 The inspector held discussions with the childminder and observed her interaction with the children.

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Information about the setting

The childminder was registered in 1991. She lives with her husband in a house in the Thornton area of Bradford, West Yorkshire. The whole of the ground floor and the bathroom on the first floor of the childminder's home is used for childminding. There is a fully enclosed garden for outside play. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder visits the local shops and park on a regular basis. She collects children from the local schools.

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Information about the setting

There are currently eight children on roll, of whom one is in the early years age group, who attends for a variety of sessions. Seven school-aged children attend before and after school and during the school holidays. She cares for children Monday to Friday from 8am to 6pm for 50 weeks of the year. The childminder receives support from the local authority.

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To further improve the quality of the early years provision the provider should:

 make resources more accessible to children to enhance opportunities for them to choose freely

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To further improve the quality of the early years provision the provider should:

 develop more effective systems to include parents in the ongoing observation and assessment process, to enable the childminder to more precisely track all of the achievements children make.

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who attend

Educational programmes cover each of the seven areas of learning well, including a good balance of child-initiated and adult-led activities. Consequently, children are keen to participate and enthusiastic to learn. The childminder plans activities on a long and short term basis to effectively engage children and encourage progress towards the early learning goals. She talks to parents to find out children's starting points and then regularly observes them to effectively inform future plans. This includes undertaking video observations to share with parents. The childminder discusses with parents the activities children have enjoyed at home. However, she does not always link this information to the progress children are making. This impacts on her precisely tracking all of the achievements children make.

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who attend

The childminder provides regular opportunities for children to develop and test their physical skills through stimulating daily indoor and outside experiences. These include negotiating large climbing equipment in the park. The childminder has attended 'Every Child a Talker' training, which has confirmed and strengthened her understanding of how to foster children's communication and language skills. This results in children confidently expressing themselves. They listen to stories with increasing attention and join in with repeated refrains. The childminder is animated as she reads different books and uses puppets and props to capture children's interest. She sensitively encourages children to discuss how they feel, which nurtures their understanding of others' needs and feelings. Effective use is made of the local area, giving children a breadth of opportunities. An example of this is when they visit a nearby farm shop where they see different animals,

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who attend

including pigs, calves and chickens. This raises their knowledge and understanding of the living world. The childminder regularly uses vocabulary related to different shapes and measures, such as, circle, square, big and small. This heightens children's mathematical thinking. The childminder effectively supports children's excursions into imaginary worlds with the provision of a wide range of small world resources. These include play figures, animals, birds and bugs. Consequently, they begin to make-believe and use their imaginations well. The childminder has high expectations of children. She effectively encourages them to channel their attention and concentrate on activities by providing an environment, which is quiet and activities that are fun. This is complemented with times when they can express themselves noisily, including singing songs and rhymes.

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who attend

Parents are effectively encouraged to be involved in their children's learning. The childminder highlights activities, which they have enjoyed, so parents can provide similar activities at home to continue their learning. She also shares children's learning journeys with parents. These make reference to the Early Years Foundation Stage, which enhances their understanding of the areas of learning and the progress their children are making.

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The contribution of the early years provision to the well-being of children

The childminder works independently and is the key person for each child. Children have settled quickly and show a strong sense of belonging. They are happy and secure as a result of the childminder's kind nature and the homely environment she provides. The childminder fosters children's confidence and self-worth as she consistently praises and encourages them. They behave well in response to her patience and realistic expectations. The childminder has developed a wide range of resources over the years. Some are stored in labelled boxes and children can ask to play with ones, which they cannot reach. However, there is scope to organise these and other resources more effectively, to enhance their accessibility, in order to further promote free choice.

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The contribution of the early years provision to the well-being of children

Children's well-being is enriched through accessing a healthy diet. Examples of meals and snacks provided are fresh fruit, home-made dinners, including mashed potatoes and vegetables and pasta dishes. The childminder's flexible routine incorporates time for quiet play and rest as well as times for more boisterous play. This has a positive impact on children's well-being. She implements good procedures for potty training, to ensure children's intimate care needs are met well. The childminder regularly fosters their understanding of good personal hygiene practices, for instance, by using paper hand towels and tissue handkerchiefs. Children do not attend if they are sick, which enables the childminder to protect others from illness. Children's knowledge about personal safety is consistently encouraged by gentle reminders from the childminder to pick up the toys, so they do not trip; consistent road safety routines and regular evacuation drills. This

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The contribution of the early years provision to the well-being of children

positively contributes to children developing a sense of danger and how to keep themselves safe.

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The contribution of the early years provision to the well-being of children

The childminder ensures a smooth transition for children from her setting to school. She enables them to become familiar with the school premises as they join her to drop off older children and go in to share experiences. An example of this is when they go to see the caterpillars develop into butterflies in the butterfly house. She complements this as she shares books with children, showing what it's like to start school. Consequently, they are well prepared for the move and change in their learning environment.

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provision

The childminder demonstrates a good understanding of her responsibility with regard to the learning and development requirements of the Early Years Foundation Stage. She clearly monitors the planning of activities, draws from her childcare experience and reviews systems in response to training attended. This ensures that she effectively delivers the educational programmes to enable children to make good progress towards the early learning goals. The childminder has attended two safeguarding courses and demonstrates a secure understanding of related issues. She gives children's safety a high priority and is confident to follow procedures to ensure that they are well protected. Risk assessments take place regularly within the childminder's home and for any outings undertaken. These effectively reduce the chance of accidents occurring.

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provision

The childminder's commitment to her professional development is good. This has a positive impact on the quality of the care and education she provides. She has a secure understanding of the benefits of working with external agencies to enable children to meet their full potential. The childminder has developed good relationships with parents. The effective induction procedure gives them ample opportunities to share the childminder's policies and procedures, so they are fully informed of the service that she provides. They also complete relevant documentation with regard to their children's health, including any specific dietary needs and consent forms. These positively safeguard children's well-being.

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provision

The childminder is enthusiastic about providing a safe, fun and homely environment for children to learn and develop in. She effectively reflects on her practice and clearly discusses her strengths and areas for improvement. This enables her to gain support from other experienced childminders and attend training to enhance her provision. The childminder gains feedback from parents and children, in order to tailor the service that she provides to their specific requirements. The action and recommendations raised at the previous inspection have been positively addressed. This includes the introduction of summative assessment sheets, which enhance the system for monitoring children's progress.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number 302471 Local authority Bradford Inspection number 818658 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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