Childminder in Bradford

Inspection date

Previous inspection date 11/06/2013 Not Applicable

p.1

early years provision

This inspection: 3 Previous inspection: Not Applicable 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision is satisfactory

 The childminder suitably works with parents to support them in their children's learning, by regularly discussing and sharing activities to enable them to extend their child's learning at home.  The childminder has a sound understanding of safeguarding procedures and ensures these are well implemented in her setting. As a result, children are constantly protected while at the childminding provision.  Children with additional needs are well supported in the prime and specific areas of their development and learning.

p.1

It is not yet good because

 On occasions, the childminder directs children's play before they have enough time to think things through for themselves.  Planning is not consistently rigorous which occasionally results in learning experiences that are not fully matched to children's needs.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector spoke to the childminder.

p.2

Inspection activities

 The inspector observed the quality of teaching and activities in the play area and garden.

p.2

Inspection activities

 The inspector took account of the views of parents spoken to on the day and information from the assessments.

p.2

Inspection activities

 The inspector looked at policy and procedure individual to the childminding provision; children's assessments, the childminder's qualifications and training attended.

p.2

Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and one child aged five years in a house in Keighley. The whole of the ground floor, two bedrooms on the first floor and the rear garden are used for childminding. The childminder is registered to provide overnight care.

p.3

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 pre-schools.

p.3

Information about the setting

There are currently eight children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.15am to 6pm, Monday to Friday and some weekends. She supports children with special educational needs and/or disabilities. She is a member of the Professional Association for Childcare in the Early Years.

p.3

must:

 plan consistently a mix of adult-led and child-initiated play opportunities that are accurately matched to children's needs and focus more on the prime areas of learning for younger children.

p.3

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

 encourage children to have their own ideas, giving them time to talk and think for themselves.

p.3

who attend

Children are generally motivated to learn and think things through for themselves, through a suitable range of resources and activities. For example, when playing in the sand and water, they excitedly talk about the different shapes of the tools they are using and confidently tell the childminder the name of the colours they recognise. The childminder recognises that children with special educational needs and/or disabilities have a good understanding of numbers, therefore, she organises her environment to encourage this. As a result, they recognise and use numbers reliably by saying one number for each item to solve the problem posed regarding the amount of stars on the display chart. Some children show good communication and language skills. For example, they pretend the sound that the elephant makes is 'moo' and laugh each time they say it. This in turn shows that they are using humour in their play.

p.3

who attend

The childminder suitably uses children's starting points to monitor their development. She carries out the progress check at age two, and ongoing observations and assessment, to plan the next steps in their learning. For example, the outdoor bubble activity is planned to support children with additional needs in their prime areas of learning. Consequently, they fully engage in the activity. 'Me got two,' they say as they blow bubbles and are praised for their efforts. They are also supported in sharing the bubbles with the other children. On occasion, individual planning is not fully matched to children's needs. For example, an area for development from a specific area of learning is planned as the 'next steps' for children under two; while their communication and language show that they do not know the correct name for their favourite toys. The childminder supports children who are over two years old in their language development by extending the range of their

p.4

who attend

experiences. For example, children are asked to describe the smell of a plant in the herb garden. However, they have no time to explore their own ideas, because the childminder takes over and gives them the answer to the question. Overall, children are making satisfactory progress in their learning in readiness for school.

p.4

who attend

The childminder appropriately works with parents to extend their children's learning at home. For example, she generally shares nursery songs with them to practise with their children at home. Information is also shared through their daily diaries and parents are encouraged to comment in the summative assessments. As a result, parents are well informed about their children's development and engage in their learning at home. The childminder regularly visits the local toddler groups and children's centre with the children to build their self-confidence and engage in activities to develop their social interaction.

p.4

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

The childminder has a clear settling-in routine, which includes parents staying to help their child to settle. She also speaks to parents about their children's care routine at home. This enables the childminder to care for children in a similar way to the parents and helps them to settle in quickly. Children's behaviour shows that they feel safe in the setting. For example, they know that they need to be strapped into their special booster seats when sat at the dining table. Young children confidently access their favourite toys; they also know the routine well. For example, they take off their shoes as they arrive. Children have built secure bonds with the childminder and happily go to her for a cuddle. Children are developing good relationships with each other and most of them play well together. Children with special educational needs and/or disabilities are supported in making relationships.

p.4

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

The childminder follows appropriate hygiene routines to reduce the spread of infection, especially before children eat. This means that children suitably learn about the importance of hygiene. Children's health is appropriately promoted daily through regular outdoor play for fresh air and exercise in all weathers. As a result, children sit contentedly in the paddling pool during the hot weather. Well-balanced home-cooked meals and healthy snacks are regularly provided to support children's well-being. The childminder has a positive relationship with parents. She works with them to potty train their children and regularly records information about their children. This is shared on collection and includes nap times, nappy changes, meals eaten and activities. This keeps parents abreast of their children's welfare and care.

p.4

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

The childminder encourages children to put their own shoes and coats on before they go outside to play, to promote their independency. This also contributes to supporting children in developing the skills they need to help them to make a suitable transition to school. The childminder also uses school and pre-school collections to help children become familiar with the school routine.

p.5

provision

The childminder has a clear understanding of her role and responsibilities in safeguarding children. She demonstrates a secure knowledge and understanding of child protection issues, including procedures to be followed in the event of a concern. As a result, all visitors to her home sign the visitor's book and adult members of the household have complied with the required suitability checks. Children are constantly supervised throughout the day and the safety measures in place suitably promote children's safety and security. For example, the main entrances to her home are secured at all times and children cannot access dangerous toxic substances. This means that children are appropriately safeguarded while in the childminder's care.

p.5

provision

The childminder demonstrates a suitable understanding of the learning and development requirements. For example, she has paperwork specifically devised to monitor her delivery of the educational programme. However, on occasions this is not used well enough to fully match children's learning experiences to their needs.

p.5

provision

The childminder regularly encourages parents to share in their children's learning. Therefore, she conducts parent evenings, which allow them to better understand the learning requirements. During these times parents are encouraged to share their views on their children's development and her practice. The childminder regularly works with parents and the nursery to support them in acquiring specialist support for children in her care with possible additional needs.

p.5

provision

Overall, the childminder suitably identifies strengths and areas of continued improvement within her provision. For example, the garden is continuing to improve. She also welcomes parents' views given through the daily diary and verbally. Parents comment very positively about the care their children receive and the progress they are making. The childminder is also keen to keep abreast of current training courses to strengthen her understanding of the Early Years Foundation Stage learning and development requirements so she can support children's learning more effectively.

p.5

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

p.6

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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY447822 Local authority Bradford Inspection number 896898 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

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

p.10