Childminder in Bradford

Inspection date

Previous inspection date 06/08/2013 12/05/2009

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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's individual needs are effectively met as a result of strong partnership working with parents. This includes effective communication between the childminder and parents during the settling-in process and on an ongoing basis.  A bright and child-centred home fosters children's strong sense of belonging and enables them to develop good levels of independence through making choices as they play and within daily care routines.  Parents are effectively involved in their children's learning, in order to help them make good progress. This includes sharing useful and precise information about what they know about their children's development on entry.  Children's motivation and enjoyment in activities is enhanced by the childminder's enthusiastic interaction.

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It is not yet outstanding because

 Some information gained from regular assessments of what children know and can do is sometimes not always precisely and purposefully reflected in planning.  There is scope to enhance children's learning by exchanging more precise information about children's next steps for learning with other providers.

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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 care routines and activities in the kitchen, dining room, lounge, 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.

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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 aged nine and two years in a house in the Wrose area of Shipley, in Bradford. She uses the whole of the ground floor, the first floor bathroom and the rear garden for childminding. The childminder has an assistant registered but is not currently using her. The childminder attends groups and visits local shops and parks on a regular basis.

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Information about the setting

There are currently 10 children on roll. There are five children attending in the early years age group who attend for a variety of sessions and five school-aged children who attend before and after school, and during school holidays. The childminder is open all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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

 enhance the already good planning even further by focussing more specifically on the learning intention of activities, so that they are more sharply focused on how these link to children's next steps and interests

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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 exchanging more detailed information about children's individual next steps for learning with other providers.

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who attend

The childminder has a good knowledge of the educational programmes and how children learn. Consequently, she provides a variety of first-hand experiences which motivate, challenge and sustain children's interest. For example, as children take part in a seaside themed arts and craft activity, the childminder talks about the forthcoming trip to the seaside and what children might do while they are there. Planning and organising of learning activities is good, although, there is scope to improve this, so that they are more precise in linking planned learning intentions, to children's next steps and interests.

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who attend

The childminder carries out an accurate assessment of children's prior skills, knowledge and understanding on entry, in conjunction with information shared with parents through a development document. This effectively informs her ongoing assessment, in which the childminder identifies children's next steps. She monitors children's progress closely, to ensure there are no gaps in their learning and they are working comfortably within the appropriate development band expected for their age. Children's observation booklets give a useful insight for parents as to what their children do and parents are well informed about, and encouraged to support learning at home. Consequently, a shared approach to children's development is ensured.

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who attend

The childminder's good quality interaction enhances children's learning and helps them develop skills and the capacity to be ready for their next stages in learning, such as nursery and then school. For example, she makes good use of spontaneous opportunities to engage children's interest and exploration, as a daddy long leg crawls by. The childminder introduces early mathematical concepts and supports children's language development as she describes it as a big spider with long legs. Children cautiously observe the creature with intrigue, attempting to find it as it disappears into a crack in the paving stones. The childminder shows young children how things work, such as simple technology toys. This results in them learning about cause and effect as they press buttons to create musical sounds.

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who attend

Children engage in active learning as they readily explore activities. They clearly enjoy using their senses to explore the texture of the sand, which the childminder wets to help them create different shapes with moulds and buckets. Children practise their small physical skills as they use a spade and clearly enjoy filling and emptying containers. The childminder encourages them to test their ideas as she helps them make a sand castle. The childminder models language well and encourages early language development. She encourages young children to use words as well as sounds and gestures to express themselves. They show they understand simple sentences and string two words together to form their own simple sentences. As the childminder counts the stairs with children after changing their nappy in the bathroom, they attempt to join in.

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

Children develop a sense of security and strong attachments with the childminder as a result of effective arrangements for settling them into new and unfamiliar surroundings. For example, the childminder enhances the environment with artwork, bright displays and signs, ensuring it is welcoming and child-centred. A consistent approach to children's care is effectively achieved through parents being encouraged to share more personal information about children's interests, home routines, likes and what they can do. Consequently, individually tailored care is provided, resulting in happy and confident children. Children continue to feel safe and secure as they move from one setting to another as the childminder helps them prepare for nursery or school and links closely with other providers.

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

The childminder uses good strategies to support young children's developing awareness of behaviour expectations and social skills. For example, she encourages them to help tidy up giving lots of praise and encouragement, to which they respond positively, share and be kind. She encourages cuddles as a way of an apology where unwanted age-appropriate behaviour is displayed. Young children play alongside others, beginning to join in with their play, and clearly enjoy the company of the childminder as she sits and plays alongside them or reads a favourite story.

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

Children's all-round good health and self-care is fostered well. Young children develop independence, for example, as they attempt to put on their own shoes to play outside and independently move around the home. They develop a good awareness of risk and how to stay safe, for example, through explanations from the childminder as they use the slide and trampoline in the garden. Healthy meals and snacks, effectively planned on a three weekly menu, help children to make positive food choices from an early age to promote a healthy lifestyle. They have good access to fresh air and exercise through visits within the local community or direct access to the childminder's garden.

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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 and has made good strides since her last inspection. For example, she has enhanced children's learning through improving her observation and assessment of children's progress and the involvement of parents in this, and the learning environment. The childminder commits to her professional development and uses short courses to enhance her knowledge of early years and good practice. The childminder positively acts on parent's views and suggestions, expressed through new starter questionnaires and regular questionnaires thereafter, to improve her care and education of the children.

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provision

The childminder has a good awareness of child protection issues, in order to safeguard children. For example, she keeps clear records of accidents and existing injuries, is able to identify possible signs of abuse or neglect and has the most up-to-date reporting procedures. The home and garden are very secure and safe, as a result of effective risk assessments and children's safety on outings is well considered, including through the use of a good range of age-appropriate equipment. The childminder demonstrates her commitment to inclusion by ensuring her premises are accessible to all families by replacing steps to the front of the property with a ramp. The childminder sets out a variety of toys and activities in different areas of the home, in order for children to become independent learners. Their early years experience is enriched through visits within the local and wider community.

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provision

Parents receive good quality information about the childminding service. For example, they are well informed about the childminder's policies and procedures prior to their child's enrolment. This means they can make an informed choice about their children's care. Daily information sheets update them on care routines and what children have enjoyed doing and regular newsletters are issued. The childminder communicates regularly with providers where children attend other settings, in order to promote a consistent approach. For example, where children are cared for by other childminders, children's records of learning are transferred between each setting. However, there is scope to share more precise details about children's individual next steps for learning where they attend settings other than other childminders, in order to enhance continuity in all children's learning. The childminder has a good awareness of linking with other professionals where

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provision

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 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 EY321484 Local authority Bradford Inspection number 878081 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 10 Number of children on roll 10

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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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