Childminder in Bradford

Inspection date

Previous inspection date 28/04/2014 Not Applicable

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early years provision

This inspection: 2 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The quality of the childminder's teaching is good because she has high and realistic expectations of children and a secure knowledge and understanding of children's development and how they learn.  The childminder's drive for improvement is effectively supported by good systems that monitor and review the quality of her provision and by her continued commitment to her own professional development. This enhances all aspects of her provision, therefore, children continue to make good progress.  Partnership with parents, other agencies and professionals are strong. This results in children's care and learning needs and their transitions into the setting, with other providers, such as school and nursery are being met very well.  The safeguarding and welfare requirements are fully understood by the childminder through clear and well-written policies and procedures, which are embedded in the children's daily routine to ensure they stay safe.

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It is not yet outstanding because

 There is scope to enhance the already stimulating outdoor play area, by extending the use of words and photographs to support young children's understanding that print carries meaning.

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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 carried out a joint observation with the childminder.

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Inspection activities

 The inspector observed children playing both indoors and outdoors with a very good selection of toys.

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Inspection activities

 The inspector had a tour of all areas of the home used for childminding, including all of the ground floor, lounge on the first floor, second floor bedrooms used for sleeping and the rear and front garden.

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Inspection activities

 The inspector looked at a selection of documentation including suitability checks, policies and procedures and children's learning journals.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She works alongside another registered childminder and an assistant in Thornton on the outskirts of Bradford, West Yorkshire. The whole of the ground floor, upstairs bedrooms, downstairs toilet and the front and rear garden are used for childminding. The family has a dog as a pet. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and parks on a regular basis and collects children from the local schools and pre-schools. There are currently 12 children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder supports children with special educational needs and/or disabilities. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional

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Information about the setting

Association for Childcare and Early Years.

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

 enhance the learning environment outside by making it richer in print and pictures to further promote and support children's understanding of words and what they mean.

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who attend

Teaching is strong as the childminder has very good expectations of all children based on clear and accurate assessment of their developing skills. She continually observes children at play and uses the information to monitor the good progress they make. She has good systems in place to support all children and seeks support from outside agencies and from parents. This ensures all children's development is identified and recorded in their learning records. It further enables the childminder to successfully prepare all children for their next stage in learning and in readiness for school. The childminder engages well with parents and encourages them to share information about their children's learning as they enter the setting and through verbal discussions each day. For example, parents complete an informative 'All about me' document which details their lifestyles, family members and pets and contribute to the initial assessments of their children's starting points. The

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who attend

childminder has established good partnerships with parents and spends time at the beginning and end of the day discussing their child's achievements and care needs, as well as sharing daily diaries of the children's day while in her care. The childminder ensures that she shares children's learning records with both parents and other settings that children attend through the electronic system in place that they freely access and contribute to. This ensures that both parents and other professionals are fully involved in how children are progressing both in the setting, at home and at other settings they may attend. This promotes and ensures good continuity of learning and development. The childminder and her co-minder have put good procedures in place for implementing the progress check at age two. They have completed these and share them with parents and other professionals to ensure that children's progress and care needs at this stage are

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who attend

Children are able to access a very good range of age-appropriate toys and resources, which are clearly labelled inside the home with lots of words and pictures displayed. However, there is room to further enhance this through extending the display of words and pictures in the garden to build on children's understanding that print carries meaning. The childminder talks to children throughout their play and they get good opportunities to look at books at their ease with the good selection available to them. Children get very excited as they play with the oats in the large tray and learn about the different textures and tools they can use with it. The childminder encourages children to think through good questioning. For example, 'How do the oats feel?' and 'What happens if we push the toy digger in it?' The children are quick to respond, saying it feels 'soft' and then younger ones push the digger through, showing the lines it has made. These actions and responses

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who attend

teach and promote children's early recognition of texture and mark making. Children thoroughly enjoy playing in the oats; they cover the childminder's feet and then look how her feet have disappeared. Children are keen to help to tidy away in readiness for playing outside. They are able to freely access the outdoors and have daily opportunities to play outside in the well-resourced garden. Children eagerly kick the different balls to each other and count the tin cans as they stack them and show the 'tall' towers they have made. This helps to promote children's concept of size and numbers. While outside they look at the new ornaments and talk with the childminder about the wooden tortoise. She gives clear explanations on how its neck moves in and out. Children then talk to the childminder about the tadpole they have inside and that it now has legs. This links nicely into the topic relating to the lifestyle of the tadpole and there are children's pictures of

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who attend

tadpoles displayed around the room. This promotes children understanding of the world as well as developing their creative skills. They get lots of opportunities to do creative activities and there is an abundance of children's artwork on display, that also helps to boost their confidence and self-esteem.

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who attend

Children know the daily routine well and sit nicely before lunch for 'rhyme time'. The childminder offers children the bag full of props and each child is given a turn to delve into the bag and pick one out. Children get excited as they pick the candle out and sing about 'the candle and the mouse' and then 'Humpty dumpty'. With all of the props they choose they respond enthusiastically, singing together loudly and copying the actions. This promotes children's social skills, taking turns, following instructions and being able to listen and sing confidently. The children all play in a very child-orientated environment, where they have lots of fun and enjoyment with their friends and with lots of positive adult support.

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

Children thoroughly enjoy their time at the childminder's setting. They are very confident in their relationship with her as they happily move around the bright, child-friendly and attractive environment. Children move purposefully around the indoors and outdoors. The childminder supports children in developing their physical activities and ensuring they receive lots of fresh air. They go on daily walks around the countryside, walks to the parks and local farms to feed the animals. They thoroughly enjoy playing in the garden, where they can run around and ride the wheeled toys. This helps to promote children's understanding of a healthy lifestyle and develop their physical skills exceptionally well. The childminder and her co-minder have a very firm key person system in place and ensure that parents are introduced to their child's own key person during settling-in times. She further ensures that children's transition is smooth through visiting the children in their

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

own home surroundings. The childminder identifies and records an in-depth amount of information in relation to the children's learning stage and also welfare needs and requirements. Children bond extremely well with the childminder, approaching her whenever they need reassurance and for a general chat. She also ensures that children know and feel comfortable with the co-minder and assistant that she works with. This ensures children feel welcome and settle extremely well with everyone and move around very confidently in this extremely pleasant and fun environment.

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

The childminder ensures that all children have a very good understanding of how to stay safe within the home through regular practising of fire drills. Children also have many opportunities to learn about the emergency services. For example, police officers visit the home and children get opportunities to listen to them explain about how to stay safe and their role in the community. Children also extend their learning through role play as they dress up and pretend to be in the emergency services. The childminder gives children firm instructions of the importance of helping to tidy the toys away, so as not to fall or trip over them. Children's knowledge of safety also extends out into the community, as they follow road safety instructions about crossing the road and all children are fully aware of always holding hands and wearing high visibility jackets, so they can always be seen.

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

Children develop an exceptionally good understanding of their own self-care and the importance of good health. Very good eating habits are promoted as they talk about what they are eating and enjoy social occasions as the children and childminder sit together to have their meals and snacks. Drinks of milk and water are always available and all children have their own recognisable cups that they easily identify. Children are provided with a healthy and nutritious diet, a menu is displayed and their dietary needs are taken account of. Children also help to make their own meals and prepare their snacks and complete lots of baking activities where they talk and learn about the goodness in the food they are preparing. The childminder is an excellent role model. Good hygiene practices are reinforced as children see hand washing posters in the bathroom and have their own individual towels along with regular use of anti-bacterial gel to help prevent cross-

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

infection. Children are encouraged to go and brush their teeth after their meals to minimise tooth decay.

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

The childminder has high expectations of behaviour and children behave extremely well. Younger children play alongside each other well and older children develop an excellent sense of responsibility for the younger ones. They ask them how they are feeling and share the toys with them and comfort each other when they are upset, demonstrating care and concern for others. The childminder fosters children's sense of community care and responsibility as they go out regularly in the local community, for example, to collect older children from schools, nurseries and visiting children's centres. This sense of familiarity and the links the childminder is promoting with other practitioners supports children's ongoing learning. This excellent combination provides support that helps build self-esteem and helps children develop key skills for moving on to school.

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provision

The childminder has a clear understanding of the signs of abuse and the procedures for reporting concerns and has attended training in this area. She has a well-written policy and procedure that she and her co-minder follow should they have any concerns. The childminder has a list of all contact numbers to call should she need and ensures that parents are aware of her role and responsibility in safeguarding the children in her care. In addition, the use of appropriate safety equipment, successfully minimise risks to children. This means, children are able to play and learn in a safe environment. Furthermore, she and her co-minder have developed effective risk assessment procedures for all of the home, outside and for all outings that children go on to protect them. All required documentation is in place and well maintained. The childminder has a confident knowledge and understanding of the learning and development requirements. The home

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provision

environment is well organised, so children have space to play safely.

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provision

The childminder has established very good partnerships with parents. She has developed well-written policies which underpin the service well. She shares these effectively with parents keeping them informed of her responsibilities. The childminder keeps lines of communication open so that parents exchange regular feedback with her regarding their children's care. For example, the childminder and co-minder send out regular newsletters and questionnaires for parents to complete. All information for parents is easily accessible through an electronic system that parents have a password for to access all documentation, including the children's learning records. Written feedback from parents is very positive and demonstrates their satisfaction with the service and the care they receive. The childminder has very good systems in place for sharing information to the teachers when the time comes for children to begin school. At present, the childminder

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provision

shares regular reports with the other settings that children attend and takes children to visit the schools. This ensures good continuity of care for children.

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provision

The childminder has developed her practice since registration, to ensure the requirements of the Statutory framework for the Early Years Foundation Stage, including the educational programmes, are effectively met. She monitors and evaluates her provision through self- evaluation, which includes seeking the views of all users. This provides her with a good overview of her provision and enables her to identify clear targets for ongoing development, such as attending training. She is also in the process of completing a qualification in childcare. This results in children benefitting from a continually improving service and developing her own professionalism. There is a good system in place to observe, assess and monitor each child's progress, through the completing of individual assessments and summaries for children. This ensures children make good progress towards the early learning goals. The childminder in conjunction with her co-minder

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provision

completes very informative planning ensuring that children's interests and individual needs are fully met. All planning is evaluated against how well the children enjoyed it and how their own individual needs are met.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY465029 Local authority Bradford Inspection number 939666 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 10 Number of children on roll 12

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Name of provider

Date of previous inspection not applicable

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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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