Childminder in Bradford

Inspection date

Previous inspection date 16/05/2014 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder's safeguarding procedures are robust and rigorous, and good steps are taken to reduce potential dangers. This means that children are well protected and are kept safe.  Teaching is good. The childminder has a very good understanding of how children learn. She works very closely with parents from the start to effectively assess children's starting points. As a result, children make very good progress in their learning and development.  The childminder seeks relevant information from parents to ensure she is aware of children's unique needs and routines. She is caring in her approach and the children are settled in her company. They are secure and happy and play with purpose and pleasure.  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, and

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This provision is good

therefore, children continue to make good progress.

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It is not yet outstanding because

 There is scope to extend opportunities to share further information with parents so they are more involved with children's learning and are encouraged to support their learning at home.

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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 completed a joint observation with the childminder.

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Inspection activities

 The inspector looked at a broad range of documentation including evidence of the childminder's qualifications and training, suitability of household members, a variety of polices and children's learning records.  The inspector observed children playing in the lounge, kitchen and outside.  The inspector talked to children and the childminder throughout the inspection.

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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 lives with her partner and child aged one year in Baildon, West Yorkshire. The whole of the ground floor, the upstairs bedroom and bathroom and the rear garden are used for childminding. 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. There are currently three children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 build on the good partnerships with parents in order to promote an even more effective sharing of information about children's learning at home.

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who attend

The quality of teaching is good. The childminder has a very good understanding of the learning and development requirements of the Early Years Foundation Stage. Procedures for observation and assessment are effective in identifying where children are in their development and their next steps in learning. The activity planning is clearly linked to these next steps and to children's changing interests. Therefore, activities engage and challenge children and they make good progress in all areas of their learning. The childminder completes ongoing tracking of children's development, to aid with their progress in the areas of learning. She shares future planning and the children's learning records with parents regularly. However, there is scope to promote an even more effective sharing of information, so parents are well informed about how they can continue their children's learning at home. The childminder has a good understanding of how to

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who attend

complete the progress check at age two. This is based around her good knowledge and understanding of how children are developing in the prime areas. She is already completing these through regular assessments on younger children in readiness for the progress check. The childminder knows to share her assessments with parents and other professionals involved in caring for the children to ensure good continuity of care and learning.

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who attend

The childminder provides a good teaching environment within which children have opportunities to explore, learn actively and think critically. This sets the foundations for children's future learning and their move on to school. The rooms are welcoming and inviting, with good quality equipment and well-chosen resources to promote learning. The childminder gives children time to initiate conversations and respects their thinking time. She continually talks to them, asking good questions that initiate conversation with the children, and encourages them to think. The childminder links language with activities. For example, at story time, children choose the book about animals. She asks them to choose an animal from the farm linked with the picture. Children press the buttons on the animal book and listen and tell the childminder the name of the animal. This activity shows good use of props by the childminder and develops children's communication and language. The

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who attend

childminder asks children what noise they make and children confidently repeat the sounds that the pig and cow makes. They take turns to do this, helping to promote their social skills and their understanding of the world around them.

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who attend

Children are keen to go outside to play with the good selection of toys which cover all areas of learning. The childminder encourages the children to play in the water tray. Children pick up the small nets and scoop out the different toy sea creatures. As they pick out the different ones, the childminder tells the young children what kind they are. The children look at the octopus and feel it in their hands. The childminder gives good clear explanations about how it has lots of legs. She tells them they are called 'tentacles' and together they count how many the octopus has. Children confidently count with the childminder up to eight. This promotes their early counting skills and understanding of numeracy. The childminder extends the activity and shows children how the water can be scooped up and they watch it flow out of the container. Children are very keen to copy her. They confidently fill up the scoops and laugh as it runs out all over their hands. This

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who attend

promotes their listening and attention skills as well as their handling of tools. Children then go to the easel and pick up the large brushes, place them in the water tray and make marks on the floor, and the childminder tells them they are drawing circles. Younger children have very good balancing skills when outside as they climb onto the rocker and move it backwards and forwards. Children also get good opportunities to develop their balancing skills inside. They pick up the small wooden bricks and carefully build a tower of six bricks. The childminder counts how many bricks the children have stacked and together they confidently count to six. She offers lots of praise to the children as they clap and she explains how clever they are. This boosts children's confidence and the activity helps to develop their concentration skills.

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who attend

The childminder works successfully with reception class teachers at the local school. Regular visits to toddler groups provide young children with the opportunity to mix with others and develop good interpersonal skills. They develop their listening skills and gain confidence in speaking out as they take part in group activities. These opportunities help them develop key skills for their future learning.

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

The childminder makes children's move into her care very smooth because she takes great interest in their personal likes and dislikes. Consequently, children are happy and content because of the effective settling-in arrangements, which ensures their individual needs are met. For example, information is obtained from parents about children's routines, interests and comforting techniques. This enables the childminder to offer a consistent approach, which supports children's well-being. The childminder provides a calm environment and displays genuine concern and affection for them. Good, warm and caring relationships between the childminder and children are evident.

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

Children are valued and the childminder helps them to feel good about themselves. She frequently provides positive support, praise and encouragement, while managing their behaviour well. The childminder ensures children understand the need to share, be kind to each other and remember their manners. She is a good role model to the children and steps in to divert them when mild conflicts occur. Consequently, the behaviour of children is good. The childminder is committed to keeping children safe. The home is safe and secure and toys and resources are checked and cleaned regularly. This ensures that they do not pose a risk to children's health or safety. Fire drills are practised regularly and the detailed records ensure all children are given the opportunity to take part. Good hygiene procedures mean that children learn from an early age the importance of cleaning their hands. This is completed independently using hand wipes before meals and after using the

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

toilet. Children develop a good understanding of healthy eating through eating fruit, other healthy snacks and home-made, nutritious main meals. Children engage in a wide range of physical activities, including visiting local parks and playing in the well-resourced garden. For example, riding on a selection of wheeled toys, climbing on the rocker and playing ball games in the garden. This ensures children get plenty of fresh air and learn about a healthy lifestyle.

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

The childminder provides a range of good quality, age-appropriate toys and resources, and effectively organises her home. This enables children to make independent choices about their play. The welcoming, well-resourced environment provides a good range of easily accessible toys and play equipment inside and outdoors. The home is set out to entice children to use toys and resources at will, to enhance their play and initiate their own activities. As a result, they become confident in making choices and become independent learners. Children are well prepared for the move to school through regular visits and attending activities at local schools. This helps them to be confident as they move on to the next stage in their learning.

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provision

The childminder has attended safeguarding training to develop her knowledge of how to keep children safe. She has a thorough understanding of child protection issues. There are clear lines of accountability and the childminder demonstrates a full understanding of her responsibilities for ensuring children are protected. Written risk assessments are in place to ensure children are kept safe within the home and garden and on outings. All of the risk assessments are reviewed and updated where necessary. The premises and equipment are checked each day for hazards and they are well maintained and safe. All resources are suitable for children to use. The premises are kept secure at all times and security measures are adhered to. Visitors' identification is checked and they are asked to sign in a specific book. This further ensures children are protected and are cared for in a safe environment. The childminder is keen to drive improvement and maintain the already high standards of

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provision

the provision. She seeks the views of parents and children when evaluating her service. For example, she talks to parents daily, asks them to complete questionnaires and listens to and observes children as they play. The childminder uses current guidance documents to support her own self-evaluation and, as a result, her assessment of her provision is accurate. She identifies her strengths and areas for improvement. For example, she is in the process of completing a qualification in childcare to build further on her knowledge and skills. The childminder attends a wide variety of training. This helps to develop her professionalism and improve her provision further to benefit the children.

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provision

The childminder works hard to develop detailed assessment of children's learning. She assesses the educational programmes she plans and by evaluating them makes certain children are supported in making good progress. The childminder completes reports for parents' to ensure that they are kept informed of their children's progress. Parents have daily feedback and complete settling-in questionnaires when the child first starts. She also keeps parents informed about the child's day through an electronic system on their mobile telephones. All of these strategies ensure good partnerships with parents are formed. Partnerships with other settings, such as local schools and other early years providers, ensure information is shared to support children's care and learning. This provides a smooth transition process for children when moving on to the next stage in their learning. The childminder supports parents' understanding of her practice by providing them with a

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provision

detailed information pack that includes the policies and procedures.

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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 EY469059 Local authority Bradford Inspection number 941191 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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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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