Childminder in Bradford

Inspection date

Previous inspection date 01/07/2013 02/06/2009

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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 understands all the children's and babies' individual learning needs well. This results in all of them receiving good support to help them progress towards the early learning goals.  Young babies make good progress with their learning. This is because the childminder is skilled at stimulating their curiosity during fun activities suitable to their needs.  Children and babies develop positive relationships with the childminder. This is because the childminder gives them good quality time as they explore resources.

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It is not yet outstanding because

 There is scope to increase the outdoor resources, to further support older and more able children's physical skills.  The childminder has not devised a consistent way of gathering parents' views to further assist in identifying areas for development and, therefore, further support children.

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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 activities in the main playroom.

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Inspection activities

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

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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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Information about the setting

The childminder was registered in 2003, and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and children aged seven and nine years in Cross Roads, near Keighley, West Yorkshire. The whole of the ground floor, bathroom, one child bedroom on the first floor and one child bedroom on the second floor are available for childminding. There is an enclosed area to the front of the house for outdoor play. The family has a cat. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools.

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Information about the setting

There are currently five children on roll, of whom three are in the early years age group. The children attend for a variety of sessions. The childminding provision operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a qualified nursery nurse.

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

 extend the opportunities outdoors for older and more able children to further develop their physical skills. For example, by using different sizes of construction materials that involve twisting, pushing and slotting together

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

 build on self-evaluation by, for example, extending how the views of parents are incorporated to further assist in identifying areas for further improvement.

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who attend

The childminder understands the children's individual learning needs effectively. This results in the children receiving a varied range of fun activities that incites their interests and supports their learning. Children and babies make good progress overall, according to their starting points and time spent at the provision. For example, young babies receive effective support from the childminder because she interacts with them cheerfully as they explore. She gets down to their height and enthusiastically communicates using gestures, speaking clearly and repeating what is said. This supports their language and communication skills successfully. Babies respond excitedly by moving up and down and making clear eye contact as they freely make sounds and babble. The childminder skilfully nurtures this opportunity by helping the babies investigate the well-arranged treasure basket. The babies are learning to make sense of the world. They feel the bright silver

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who attend

paper in their hands and they grasp the wooden rings to explore the rough and smooth textures. The childminder ensures that the babies have time to explore in their own way. She adds to their learning by using the correct words to describe the objects as the babies investigate. The childminder uses a thin piece of scarf as she introduces a hide and seek game. She helps the babies hide and move the material, consistently talking. This helps them learn to think and solve problems. Babies really enjoy themselves and they are interested in the environment.

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who attend

Older and more able children receive many challenges that support their learning. For example, children who are learning to count have frequent opportunities to do so through playing games that help them count objects. The childminder extends the activity by bringing in numerals and encouraging the children to match groups of objects to the corresponding number. This extends to other activities, such as baking. All children and babies have opportunities to make marks using different media. Children receive good support to extend their learning by being actively encouraged to put names to their marks and they make good attempts at writing their own name. The childminder helps the children understand about diversity positively, through organising trips into the local community and helping children try out different foods from various cultural groups. The childminder helps children learn about Divali, by making Rangoli patterns for the Hindu

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who attend

The observations and assessments of children are used consistently to plan children's next steps in learning across the seven areas. The childminder can clearly state where the children are at with their learning and what plans are in place to extend what they already know. For example, an activity in progress designed to develop children's interests in cars, presents effective challenges as children learn about transport. The activity includes visits out and activities in the home. The childminder uses a clear development tool to guide her with assessing their progress. All of this supports children's all-round development and their readiness for school effectively.

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who attend

The childminder has a good knowledge of how to carry out the progress check at age two. This enables her to share effective information with the parents regarding the purpose of this check at the appropriate time. The information from the check is used to support children's learning in the prime areas at home and in the childminding provision. For example, helping children with their physical and social skills. The childminder collects clear information from the parent when the child first starts at the setting, such as what their interests are and what stage of development they are at. In addition, the children's records of learning are also regularly shared with parents. All of this supports the children's next steps in learning because they work together to add to children's learning experiences.

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who attend

The childminder gives good support to help children progress their physical skills. For example, she is proactive in helping babies to be active by making the best of the opportunity to help babies stand up as they put out their hands. The childminder sings with them enthusiastically as they enjoy bouncing on her knee and she encourages them to reach for toys. She ensures older children have varied opportunities to develop their large physical skills effectively. For example, they explore large equipment in parks, on walks and through exploring water and sand in the garden. However, there is scope to further assist older and more able children's development of their physical skills outdoors. For example, through using different sizes and types of construction materials, which they can 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 supports children's developing independence during daily activities and routines. For example, the older and more able children make decisions about what toys they wish to explore. All children including babies can select toys of their choice. The resources are in good condition and used well to stimulate their learning.

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

Children and babies develop positive relationships and attachments to the childminder. This is because she plans a good range of activities and she enthusiastically involves the children in them. The childminder makes lots of eye contact with the babies. This supports their communication skills. She praises them and gives them cuddles when they are tired. In addition, she responds efficiently to their hunger needs, developing the bond with them as she holds and soothes them as they feed. This supports their emotional well-being. The childminder finds out information from the parents to support their individual routines. This includes finding out about the older children's needs. The childminder promotes the children's and babies' behaviour positively because she is calm and consistent in her approach. For example, babies respond positively to her by smiling frequently to show their contentment. Photographic documentation shows older children happily exploring in

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

a variety of contexts. The support they receive in the development of their early skills, such as making positive relationships, and good communication skills helps prepares them well for their transitions to nursery and school. The childminder also prepares them by taking them to visit schools and other community groups. She uses books to talk about the changes that may occur when they move provisions.

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

Children develop a good understanding of healthy lifestyles, because the childminder ensures that they have regular outdoor activities, such as going on walks or trips. 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 varied fruit at snack time. Meals are made mostly from fresh ingredients and are a balance of the different food groups. Children frequently drink water, very diluted sugar-free juice or milk. In addition, the childminder helps the children make links about eating healthily through using fun story books, which incorporate healthy eating habits and are used as a discussion point. This supports children's thinking skills and their good health. The home is risk-assessed effectively. This ensures that the children can explore the home environment safely. Children learn about risks and how to manage them. For example, the childminder

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

ensures that they carry out the fire evacuation procedure with her. In addition, she helps them stay safe, for example, they talk about road safety while on outings and they discuss stranger danger.

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provision

The childminder implements the safeguarding and welfare requirements effectively. For example, she has a clear knowledge of how to protect children and who to contact if any concerns arise about a child in her care. Safeguarding procedures are readily available and they are informative to demonstrate to parents the childminder's role in keeping children safeguarded and what happens if there are concerns.

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provision

The childminder has a good knowledge of how to implement the learning and development requirements for the differing ages and ability groups of children she cares for. The childminder demonstrates this in her interactions with them. The childminder develops positive relationships with the parents, keeping them informed of daily events through discussion and through a regular written newsletter. She works alongside them to support the children's ongoing development effectively. The childminder works alongside an assistant occasionally. The childminder supervises the assistant to ensure that the children's individual needs are met. For example, they discuss how to keep children safe and what are appropriate activities to support them.

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provision

Good self-evaluation, overall, is demonstrated because the childminder has a strong commitment to improving her professional knowledge and practice. She attends courses linked to the Early Years Foundation Stage requirements, such as, paediatric first aid, sign language and learning and development. The childminder has a good awareness of her strengths and areas for development and she notes her plans for the future, alongside their impact on children and her service. She takes advice from the local authority development officer to improve her service for children. Since the last inspection, the childminder she has effectively addressed the action and recommendations raised. For example, by implementing more in depth risk assessments and updating the safeguarding procedure, to keep children safe. The childminder has also implemented more effective ways of using observations and assessments of children to promote their learning

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provision

progress. In addition, the childminder has incorporated more challenges into children's activities. This means that there is significant improvement to how children are supported with their learning and development and their safety.

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provision

The childminder actively encourages parents to share their views about her service. For example, through discussion and there is some positive written evidence of parents' views. However, the childminder has not devised a consistent way of gathering parents' ideas to further assist in specifically identifying areas for development. This means that future changes do not always take full account of their views and needs in order to maximise support to children. The childminder takes account of the children's views by ensuring that they have a voice and can freely explore and enjoy the resources that they choose.

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provision

The childminder forms appropriate relationships with other provisions, such as the local school where some children also attend. She shares appropriate information to support their care and learning needs. The childminder demonstrates a good understanding of the importance of working in partnerships with other agencies, if required in the future.

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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 EY242189 Local authority Bradford Inspection number 819658 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 5

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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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