Childminder in Bradford

Inspection date

Previous inspection date 11/07/2013 24/04/2009

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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

 Children are happy and clearly at ease in the homely and welcoming environment as they move around freely and confidently.  As a result of the childminder's good quality interaction and broad range of well- planned activities, children's learning is effectively promoted.  Good quality information is obtained from parents when their children first attend. Consequently, the childminder can provide tailored care, which meets all children's individual needs.  Children's all round good health is effectively promoted through good access to fresh air and exercise, a healthy diet and interesting activities.

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It is not yet outstanding because

 There is scope to enhance children's learning by exchanging more precise information about children's next steps for learning with other providers and by encouraging parents to be more involved in supporting children's learning at home.  Resources are not always monitored to ensure they are in good working order, in order to fully promote children's understanding of simple technology.

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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 compulsory part 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 care routines and activities in the conservatory and garden.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector sampled a range of policies and procedures, documentation and children's records and took account of information included in the childminder's self- evaluation and parent questionnaires.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children aged 16 and eight years in a house in the Shipley area of Bradford. She uses the whole of the ground floor, the first floor bathroom and the rear and front garden for childminding. The childminder attends groups and visits local shops and parks on a regular basis. She has two dogs and a rabbit.

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Information about the setting

There are currently six children on roll, two of whom are in the early years age group and attend for a variety of sessions and four who are school-aged and attend before and after school and during the school holidays. The childminder is open all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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

 enhance children's opportunities to make optimum progress by providing more precise information to parents on how they can support children's learning at home and by exchanging more detailed information about children's individual next steps for learning with other providers

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

 enhance children's opportunities to learn about how things work, by ensuring that information, communication and technology toys are in good working order.

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who attend

The childminder has a secure understanding of the seven areas of the learning and how children learn. As a result, she effectively plans a varied range of activities and first-hand experiences, both indoors and outdoors, relevant to children's interests and next steps for learning. These are informed by informal initial assessments of what children know and can do on entry, then regular observations and assessments of children's progress. These are reflected in records of learning and a daily activity diary. Information demonstrates that children are working comfortably within the appropriate development band for their age. Play opportunities engage and motivate children and provide good levels of challenge, as does the childminder's good interaction. For example, children learn about nature as they plant seeds and observe the life cycle as the sunflowers in the conservatory grow really tall.

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who attend

The childminder encourages parents to share development information to contribute to initial assessments of children's learning. She provides regular updates for parents about children's progress, for example, by sharing records of learning and diaries of activities that children take part in. However, there is scope to enhance parent's involvement in their child's next steps for learning at home, in order to fully support children in making optimum progress.

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who attend

Children clearly enjoy engaging the childminder in their play and the childminder also actively encourages them to initiate their own learning by ensuring an accessible environment. This enables them to learn skills, which help prepare them for the next stages in learning, such as nursery and then school. Children also learn to mix with larger groups of children in different environments, which further supports this stage of a child's life. They are inquisitive as they readily ask questions as they play and notice different features in the environment. For example, they observe spiders with intrigue and delight in seeing a helicopter fly by. As they do so, the childminder asks them where they think it might be going, extending their language for thinking and imagination. Children amusingly suggest the post office.

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who attend

The childminder follows children's lead as they pursue their interests and play with what they know and enjoy, enhancing learning through her suggestions. For example, as children play with dinosaur figures the childminder suggests hiding them in the wood chippings and finding them with the toy diggers. The small world transport toys resulted from children's interest in observing transport at a building site.

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who attend

Children spontaneously use number names in their play, such as saying they have two pieces of cake, as they engage in imaginative play with toy food and utensils. The childminder asks how many they have when one more is added and supports them in counting three pieces. Children then correctly represent the number using their fingers. They also identify they have two xylophone beaters and enthusiastically move their body to the sounds they make. The childminder examples what other musical instruments sounds like, such as the jingle bells, enhancing children's fun as she shows she enjoys playing with them.

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who attend

The childminder effectively supports children's language and communication as she talks to them about what she and they are doing, helping them to build sentences and their vocabulary. For example, as a butterfly flutters behind the blinds, children clearly notice the visible shape and identify what the creature is. As they do so, the childminder introduces the concept of a shadow. Children partake in many activities, which develop their creativity and imagination. They help make their own resources, such as a small world farm using a cardboard box and musical shakers using plastic bottles. Children decorate wooden spoons and create trains and rockets from box craft materials. The childminder sets out a range of simple technology toys, in order for children to learn how things work. However, there is scope to ensure that expired batteries are replaced, to fully support children's learning.

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

Positive relationships are built between children and the childminder through effective settling-in arrangements. Parents are actively encouraged to share what they know about their children through a 'Record of individual needs' document. This includes information about children's food dislikes and likes, allergies, toileting routines, self-care skills, home routines and general likes and dislikes, such as toys and activities. This enables the childminder to build up a picture of each child's uniqueness and meet their needs in a consistent way. Consequently, children are supported as they move from home to a new environment and develop a strong sense of security. Children develop good levels of independence as they readily choose what they want to play with from a variety of accessible toys.

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

Children behave well in the main and any minor incidents of unwanted behaviour are dealt with appropriately through explanations and simple consequences. The childminder effectively supports children moving through particular stages of development, such as toilet training, with reward charts and reinforces other aspects of positive behaviour with certificates. Children delight in showing visitor's their creations, for example, a rabbit balloon collage. They are very sociable as they invite the visitor to play in the garden with them and engage the childminder in their imaginative play. Events, such as world food days and resources, for example, dressing up costumes, books and role play items help to increase children's understanding of the diverse society in which they live. Children's understanding of dangers and staying safe is reinforced well through explanations within daily routines. The childminder reminds children to be careful as they negotiate the steps

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

to the garden, asks if she can fasten their shoelace to prevent them tripping up and encourages them to sit down on the top of the slide. She also uses planned activities to enhance children's understanding, for example, setting up the doctor's role play.

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

Children's all round good health is promoted effectively. For example, children enjoy healthy snacks, such as fruit and have ready access to drinks, in order for them to develop self-care skills, for example, managing their own hydration. The childminder provides light meals, as well as more substantial homemade meals. Children develop an awareness of healthy practices from an early age, including the importance of exercise. They take part in activities, such as, making fruit kebabs and tropical fruit mix, making their own pizzas and helping to create an obstacle course in the garden. Children have good access to outdoors, where they benefit from lots of fresh air and exercise. They demonstrate their physical skills confidently by climbing up the steps of the small plastic slide and negotiating the pop up tunnels.

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provision

The childminder has a good knowledge of the Early Years Foundation Stage. Consequently, she fulfils her responsibilities in meeting the safeguarding and welfare and learning and development requirements. The childminder has an accurate awareness of her strengths and areas for development, which will improve children's achievements over time. The childminder's good self-evaluation includes close links with her local authority and utilising documents from the Primary National Strategy to enhance her knowledge and support her childcare practice. She also does this through making use of short courses run by her local authority. The childminder evidences her commitment to ensuring the needs of all children are met by completing inclusion and environment audits and by introducing a tracking document. This enables her to monitor her delivery of the educational programmes and identify any gaps in children's learning, to support all their achievements.

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provision

The childminder actively seeks parent's views about her service through questionnaires, which reflect very complimentary comments.

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provision

Space is organised well to enable children to move around independently and make choices about what they want to do. For example, they can choose toys from accessible storage boxes in the conservatory and choose to play indoors or outside. This means the learning styles of individual children are effectively accommodated. The childminder enhances children's experiences by making good use of facilities within the local community, such as, sensory rooms, art rooms and toddler groups.

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provision

Children's welfare is promoted well and written policies and procedures, reviewed regularly, reinforce the efficient and safe management of the childminding practice. Hazards are identified and minimised to keep children safe and the children are supervised closely to minimise accidents. The childminder has a good knowledge of possible signs of child abuse or neglect and has clear reporting procedures in place, should she need to pass on concerns of this nature in a prompt manner.

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provision

Parents receive good quality information. They are given copies of the childminder's policies and procedures before their child enrols, in order for them to be fully informed about the childminding setting and care of their children. Daily friendly chats and activity diaries keep parents updated on what their children do. The childminder communicates regularly with providers where children attend other settings, in order to promote a consistent approach. However, there is scope to share more precise details about children's individual next steps, in order to enhance continuity in children's learning. The childminder has a good awareness of linking with other professionals, where children have special educational needs and/or disabilities. However, there is currently no requirement for her to do so.

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The Childcare Register

The requirements for the compulsory 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 EY372982 Local authority Bradford Inspection number 878664 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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