Childminder in Bradford

Inspection date

Previous inspection date 29/04/2013 25/03/2010

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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 supports all aspects of the children's language and communication skills effectively through talking to them consistently. This also includes learning some key words in the children's specific home language which are used in their play at the provision.  The childminder has a good knowledge of the children's individual stages of development. This means she gives effective support to help them progress across the seven areas of learning.  Children develop positive relationships with the childminder. This is because she spends time supporting them in their activities, and she praises them frequently during the day.

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It is not yet outstanding because

 There are additional ways to develop the use of the wide range of outdoor resources, to further support children's rapidly developing physical skills.  There are other ways to further assist children in recognising words, to further extend their very good early reading skills.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 the resources outdoors and resources and activities in the main playroom.  The inspector spoke to the children present.

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Inspection activities

 The inspector spoke to the childminder about the learning intentions of several activities observed at the inspection.

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Inspection activities

 The inspector sampled a range of documents, including the children's records of learning and the policies and procedures.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged, five, seven and 14 in a detached house in Queensbury, Bradford, West Yorkshire. The whole of the ground floor, the bathroom and two bedrooms on the first floor, and the rear garden is used for childminding. The family has a cat.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and nurseries. The childminding provision supports children who speak English as an additional language and children with special educational needs and/or disabilities. The provision provides funded early education for two-year-old children.

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Information about the setting

There are currently nine children on roll, five of these children are in the early years age group and attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years (PACEY).

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

 extend the opportunities outdoors for children to further develop their physical skills, by adding different sizes of equipment that they can move safely to create their own structures, such as tyres and large tubes, that involve twisting, pushing and slotting together

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

 extend the opportunities for children to recognise familiar words, by adding signs and names to all areas of learning.

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who attend

The childminder understands the children's individual learning needs effectively. This results in all age groups and abilities of children receiving good support to help them progress towards the early learning goals. Children are making good progress according to their starting points and time spent at the provision. The observations and assessments of children are used effectively, to plan their next steps in learning across the seven areas. For example, the childminder follows the children's choices and builds on what children already know and can do to ensure that they, including those with special educational needs and/or disabilities, move on to the next stage. For example, children who choose to play with cars and trucks do so, and the childminder plans opportunities to help children learn about different sizes by using mathematical language, such as the big truck and the small car. She asks children questions to see if they understand. This supports their

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who attend

thinking effectively. The childminder finds ways to help children who do not like messy play to be creative by slowly introducing different types of media, such as paint, and through using different textures and materials. All of this supports children's all-round development and their readiness for school effectively.

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who attend

All children receive good support to develop their communication and language skills, including children who speak English as an additional language. This is because the childminder talks consistently, listens to them and repeats words to help them understand how to say the words clearly. In addition, the children speak English as an additional language receive effective support from the childminder because she uses some simple words in their home languages as they play. This supports their language development at home, diversity and demonstrates that the children's individual needs are valued well. In addition, all the children receive effective help to communicate because the childminder teaches them sign language to help them extend their communication skills while building their vocabulary, and they thoroughly enjoy themselves. This helps them make good progress. Children have access to good quality books and join in with stories. Children

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who attend

often make marks on paper and they make recognisable shapes, supported effectively by the childminder who guides them as they explore. This supports their literacy skills well. However, there is scope to further assist children in recognising written words and, therefore, further progress their literacy skills. For example, by adding low-level labelling to all areas of learning within the home environment that can be frequently referred to.

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who attend

The childminder gathers clear information from the parents about what the children can do before they start at the provision. This helps the childminder plan for children's future learning. Parents are effectively involved in their individual child's ongoing learning through discussion, and through the sharing of the children's records of learning, which also includes information about the progress check at age two. The childminder works closely with their parents to help children progress specific skills, such as children's language development. This means that both parties are consistently involved to support children.

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who attend

The childminder gives good support to help children progress their physical skills, overall, through her planning and interactions. For example, all children have many opportunities to develop their large physical skills effectively, through exploring and moving freely in a large space indoors and outdoors. Young children receive very good input from the childminder to progress their skills in standing and walking, and to help them develop their small physical skills, such as holding pencils, paint brushes and grasping small balls. Outdoors, the children explore different surfaces and levels, climb, use a slide and dig in the soil. However, there is scope to further assist children's development of their physical skills outdoors, through using different sizes, and types of construction materials, which they can move around and fix together in a variety of ways.

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

The childminder helps children develop good independence skills during daily activities and routines. For example, the children make choices about the resources that they wish to explore. They receive regular praise for achieving tasks, such as for repeating words and counting. The childminder manages their behaviour effectively. For example, she is calm and patient with the children, giving them time to communicate freely, and to respond to the requests she makes even when it takes time. This results in smiling children who respond positively to her and their behaviour is good. In addition, the praise the children receive supports their confidence and self-esteem well. They demonstrate this as they cheerfully carry on with their activities.

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

The good support children receive to help them form positive relationships and independence helps support their transitions from the provision to nursery and school. Information from parents helps to support their transitions from home to the childminder's home. Children develop a good understanding of healthy lifestyles through receiving regular fresh air and exercise outdoors in the garden or on outings. Children's self-care needs are met well. For example, the childminder changes nappies at regular intervals and she explains to younger children the importance of washing their hands after using the bathroom, and she asks older children why it is important. This effectively supports children's thinking and promotes their good health.

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

Children are developing a good understanding of the importance of eating healthy foods. This is because the childminder gives them healthy food choices, such as a variety of fruit at snack time, and they can freely access drinking water. The childminder provides freshly made meals that are balanced and nutritious. The resources are of good quality and they are easily accessible and suitable for their individual developmental stages. Children explore a hygienic environment, which is regularly risk assessed. This ensures that the children can safely investigate the environment. They learn about risks and how to manage them as they play. For example, the childminder ensures that they can climb steps and move freely in the environment. She talks to them about what they need to do to keep themselves safe while doing so inside and outside, and while on outings.

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provision

The childminder implements the safeguarding and welfare requirements effectively. For example, she has a good understanding of how to protect children and who to contact if any concerns arise about a child in her care. Safeguarding procedures are detailed and they are informative, to demonstrate to parents the childminder's role in keeping children protected within the provision.

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provision

The childminder has a good knowledge of how to implement the learning and development requirements for all ages and ability groups, overall. This is demonstrated in how the childminder teaches children, taking account of their varying individual capabilities. The childminder forms good relationships with the parents, working closely with them to support their children's ongoing development effectively.

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provision

Good self-evaluation, overall, considers the views of parents, through discussion and questionnaires. A sample of these questionnaires demonstrates that the childminder works closely with the parents to support children. She keeps parents fully informed of what has been happening at the provision, for example, by sharing a daily diary of events and activities. The childminder demonstrates a strong commitment to continually update her professional development. For example, she has worked hard since the last inspection to effectively develop her knowledge about how to implement the learning and development requirements. This results in the children receiving good individual support to help them make progress with their learning. She attends regular training linked to the learning and development requirements to help her improve her practice to support children. The childminder takes account of the children's views by ensuring that they have a voice, by

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provision

listening to them and ensuring that they explore and use the toys that they choose.

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provision

The childminder forms good relationships with other provisions where children also attend, such as the local school and nursery. She has an effective understanding of the importance of sharing relevant information to support children's care and learning. She demonstrates a good understanding of the importance of working in partnership with other agencies if required in the future. The childminder has good links with the local authority, through sharing information when staff from the local authority visit the provision. This ensures that children receive good support for their all-round development.

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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 action. 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 EY392459 Local authority Bradford Inspection number 910799 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 9

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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