Childminder in BradfordOfsted inspection, 28 May 2013

Inspection date

Previous inspection date 28/05/2013 15/07/2011

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early years provision

This inspection: 4 Previous inspection: 2 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 Weak practice results from the childminder's poor understanding of the prime and specific areas of learning.  Observation and assessment of children's progress is ineffective and plans do not take into account children's individual needs and 'next steps' in learning.  The childminder does not gather information at induction relating to children's developmental starting points so that their progress can be effectively monitored.  The childminder does not complete the required progress check for children aged two; consequently, parents do not have a clear picture of their child's development.  The childminder's self-evaluation, monitoring and reviewing of her practice are ineffective, resulting in significant gaps in her provision.  The childminder does not have a current first aid certificate, therefore, compromising children's well-being as she does not have the most up-to-date knowledge.  The childminder does not effectively share information with other childcare providers so

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This provision is inadequate

that children benefit from a shared understanding and common approach to supporting their progress in learning.

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It has the following strengths

 The childminder is aware of children's individual needs and routines in order to help them settle and to form appropriate attachments.

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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 childminder participating in activities with children indoors.

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Inspection activities

 The inspector looked at children's assessment records, including policies and procedures and the childminder's systems for self-evaluation.  The inspector carried out a tour of the premises.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children age 10 and 14 years in a house in Wibsey, Bradford, West Yorkshire. The ground of the house is available to children. There is an enclosed garden for outdoor play.

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Information about the setting

She visits local toddler groups and activity centres on a regularly basis.

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Information about the setting

There are currently seven children on roll in the early years age group, who attend for a variety of sessions. She operates all year round, Monday to Friday.

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Information about the setting

The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 develop understanding of the learning and development requirements, giving priority to educational programmes for the prime and specific areas of learning, in order to provide a challenging and enjoyable experience for all children

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must:

 improve children's learning and development by establishing children's starting points and assessing each child's progress across all seven areas of learning in relation to their age and stage of development; and use this information to plan challenging 'next steps' in learning for each child

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must:

 ensure that parents are provided with a short written summary of their child's development in the prime areas when they are aged between two and three years, identifying the child's strengths and any areas where their progress is less than expected

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must:

 ensure a local authority approved first aid course is completed

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must:

 establish links with other providers of the Statutory framework for the Early Years Foundation Stage so that children fully benefit from a shared understanding and common approach to supporting their progress in learning.

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

 devise and implement thorough self-evaluation which includes the views of parents and children and strengthens the links between identified priorities and plans for improvement.

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who attend

Children are settled and secure in the care of the childminder. The childminder understands that children learn through play and she has some knowledge of individual children's interests. Although seven children in the early years are minded there was no evidence to show that the childminder maintains assessment records for children under the current framework. The childminder stated that all assessment records are with the parents or nurseries as part of sharing information about children's learning with them. The childminder showed assessment records for previously minded children that were adequately completed. However, the childminder has a limited understanding of the learning and development requirements, which results in children making poor progress in their learning. She has not updated her knowledge of the Statutory framework for the Early Years Foundation Stage. Hence, she is not familiar with the prime and specific areas

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who attend

of learning and how to ensure that all children receive an educational programme that is tailored to their needs. Also, the childminder does not have processes in place to ensure that parents are provided with a summary of their child's progress between the age of two and three years. This is a breach of a legal requirement.

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who attend

The childminder provides a general plan of activities that are based on children's interests. Although she intuitively meets the needs of children, her lack of awareness of extending activities for children and engaging effectively with them leads to poor learning. For example, young children's enjoyment of trains and dressing-up is acknowledged with the provision of a selection of suitable resources. However, children are given limited guidance and support by the childminder, which results in them moving quickly from one activity to another. This means that opportunities are frequently missed by the childminder to extend children's learning in order to build on their progress.

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who attend

Children have opportunity to experience a suitable range of activities that encourage them to learn appropriately. For example, they count socks or books and look for colour during activities. Early writing and creativity is appropriately encouraged as children have access to writing resources and art and craft materials. Children are adequately supported in the acquisition of communication and language because the childminder talks to children as they play. For example, children stack the wooden blocks as she suitably interacts with them using simple words, such as 'tall'. Children have some opportunities to develop their independence and self-help skills. For example, they are able to make independent choices of what they would like to play with from the selection of toys and resources available. Outdoor play opportunities are provided on a daily basis, through frequent outings to parks, toddler groups and activity centres. This provides children with suitable

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who attend

opportunities to develop their physical skills. However, children are not well prepared for school or their next stage of learning. The childminder has started to liaise with other providers by stating that she provides them with children's assessment records. However, she does not have a suitable understanding of the learning and development requirements in order to facilitate children's transition to those settings.

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

The childminder does not have a current first aid certificate. Consequently, her knowledge is out of date, therefore, compromising their well-being. Nevertheless, children are familiar with the routines and are generally settled in the environment and in the childminder's company. The childminder responds to children's individual care needs and has a sound understanding of their daily routines and preferences. Partnerships with parents are suitably effective as the sharing of relevant information and children's routines ensures that individual needs are met. For example, she recognises when children are tired and need rest ensuring that they sleep in line with their individual preferences and parental wishes.

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

The childminder contributes to children developing their understanding about keeping themselves safe as she talks to them about personal safety and road safety procedures. Satisfactory risk assessments ensure children play in a safe and secure environment, including visual daily checks of the areas children use. Children are learning about what is acceptable behaviour as they respond to the childminder's consistent house rules. Their self-esteem is supported as the childminder praises them for good behaviour.

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

Children are developing an understanding of how to be healthy. For example, they are developing an understanding of hand washing after messy play and after using the bathroom. The childminder provides food and drinks according to children's individual dietary needs. She provides a variety fruit for snack and meals include a balanced range of ingredients to support healthy development for children.

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

The childminder has developed positive relationships with parents and provides information verbally about what children have been doing during their day. However, as the childminder is not secure in her understanding of the learning and development requirements the information shared about children's progress is weak and instead often focusses more on care practices.

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provision

Leadership and management are inadequate as the childminder has not adequately kept up-to-date with changes in the requirements for the Statutory framework for the Early Years Foundation Stage. As a result, she is not fully aware or confident in her role and responsibilities with regard to the learning and development requirements. This means that children are not effectively supported and do not make good progress in their learning because she does not plan or implement an educational programme that has depth and breadth across the seven areas of learning.

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provision

The childminder suitably implements the safeguarding and welfare requirements. Effective procedures are in place for identifying children at risk of harm and liaising with the appropriate agencies. This ensures that children are suitably protected at all times. The childminder supervises children well and completes sufficient risk assessments of her home.

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provision

The childminder's lack of understanding of the Statutory framework for the Early Years Foundation Stage means that there are significant gaps in her provision. In addition, she has not implemented effective systems in order to monitor and review practice and, therefore, the strengths and weaknesses of the provision have not been identified. Furthermore, the childminder has not updated her first aid certificate and this is a breach of a legal requirement and means that her understanding of how to treat minor injuries is not up-to-date.

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provision

The childminder does not have effective systems in place in order to help keep parents up-to-date with their children's progress and development because she is not secure in her own knowledge. Therefore, the partnership with other early years settings is also ineffective in supporting continuity in children's care and education.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 complete a local authority approved first aid course (compulsory part of the Childcare Register)  complete a local authority approved first-aid course (voluntary part of the Childcare Register).

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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 EY337210 Local authority Bradford Inspection number 914168 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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