Childminder in Bradford

Inspection date

Previous inspection date 20/05/2014 28/05/2013

p.1

early years provision

This inspection: 2 Previous inspection: 4 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

p.1

This provision is good

 Teaching is good because the childminder has a clear understanding of how to promote children's learning and provides a wide range of activities to help them build upon their skills. Consequently, they make rapid progress across all areas of learning.  Children are very happy and settled in this very homely and welcoming environment. They have good attachments to the childminder, who is very caring and attentive to their needs. This enables children to explore the surroundings with confidence as their emotional well-being is very well supported.  The safeguarding and welfare requirements are fully understood by the childminder through very clear and well-written policies and procedures, which are embedded in the children's daily routine to ensure they stay safe.  An effective evaluation process shows the childminder is clearly aware of the strengths of her practice and any areas to be developed.

p.1

It is not yet outstanding because

 There is room to provide greater opportunities for children to explore their feelings and emotions.  There is scope to further enhance children's listening and attention skills, through using puppets and props at story time.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector completed a joint observation with the childminder.

p.2

Inspection activities

 The inspector looked at a range of documentation including evidence of childminder's qualifications, policies and procedures, suitability of household members and children's learning records.

p.2

Inspection activities

 The inspector observed children playing with a very good range of toys and resources indoors.  The inspector talked to the childminder and children throughout the inspection.

p.2

Inspection activities

 The inspector read comments made by parents in questionnaires and also in children's learning records.

p.2

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 15 and 11 years in Wibsey on the outskirts of Bradford. The playroom, kitchen, downstairs toilet and rear garden are used for childminding. The family has a cat and dog. 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 five children on roll, all 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.

p.3

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

 enhance the number of opportunities for children to explore their feelings, for example, by using a range of books and photographs with the children to help them to relate to different emotions

p.3

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

 enhance opportunities to develop children's listening and attention skills through, for example, introducing puppets and props at story time.

p.3

who attend

Children flourish in this good quality provision and consistently demonstrate the characteristics of effective learning. Teaching is embedded as the childminder has a secure knowledge of the Early Years Foundation Stage. The childminder's practice is good. As a result, children's individual needs are well met and they make consistently good progress in relation to their starting points. For example, through observing them and gaining good information from parents about their progress at home. This enables the childminder to assess children's individual level of development successfully when they start in her care. Consequently, she plans activities and play experiences matched to children's individual needs. This extends their learning and development and challenges them according to each child's ability. The childminder has good records that reflect her effective observation, planning and assessment processes. These help her identify

p.3

who attend

children's learning needs accurately and to provide the necessary support. The childminder and parents work closely together to support children's progress consistently. For example, parents regularly view and make comments in their children's learning records. The childminder completes three-monthly summaries of children's progress, and these are shared with parents to guarantee continuity of learning. This ensures children make good progress. The childminder has a good understanding of the requirements of the progress check for children between the ages of two and three years. She completes these and works closely with parents and other professionals involved with the child. This ensures that children's age and stage of development is monitored and next steps are identified in the prime areas of learning.

p.3

who attend

Children benefit from a broad range of activities, outings and play experiences that promote their learning and development well. This helps children have the skills required for the next stage in their learning. The childminder gains information about children's interests and needs, and uses these to enhance children's learning experiences. The childminder skilfully questions the children as they play, encouraging them to think. For example, she shows them different foods they can use to make their own sandwiches. She asks them 'What colour are tomatoes?' and children are keen to reply 'Red'. The childminder extends this activity as she asks the children 'Where do tomatoes grow?' Again children are very knowledgeable and tell her that they grow in the soil. This develops children's understanding of the world and their self-help skills as they complete the task of making their lunch. The childminder challenges children very well. Children

p.4

who attend

practise their writing skills, holding the pens and writing the letters of the word 'bee'. During this activity children are challenged as the childminder asks 'What do bees do?' Children respond with a wide range of very knowledgeable answers; they tell her they make honey and smell the flowers. While holding good conversations with the childminder, they colour the picture of the bee and tell her the letters and spell the word. This activity helps to develop a wide range of areas of learning. For example, writing skills, recognition of letters and gaining an understanding of the life of a bee.

p.4

who attend

Children enjoy their time at the childminder's and they are continually engaged with a wide selection of activities they choose to do themselves. They play with the sand and build and watch as they pour it through the wheel. As they play, the childminder reminds them not to throw the sand. She explains that it will sting if it gets in their eyes. This teaches children about playing safely and respecting each other, as well as feeling and exploring different textures. Children choose a book from the very good selection as they relax ready to walk to nursery. Children begin to listen and they repeat the story about the monster that has a wart on his nose and prickles on his back. However, there is scope to extend their listening and attention skills further by using puppets and props at story time. Children have good opportunities to develop their physical skills as they play outside on wheeled toys and play ball games. They also attend soft play centres and parks where

p.4

who attend

they run around and climb on apparatus with other children. This further develops their climbing abilities and socialising skills as they meet and talk to other children and adults.

p.4

who attend

The childminder has very good procedures in place for when children move on to school. She has very good links with local schools and pre-schools within the area already fully implemented. This successfully supports children with the transition process. The childminder shares all children's learning records and writes reports as children go on to other settings. This successfully supports children in their next transition stage, helping it to be smooth and enjoyable time.

p.4

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

Children are clearly happy and settled with the childminder. This is because she provides a nurturing environment which is calm, positive and conducive to effective learning. The childminder gathers important information from parents at the start, such as children's daily routines, and invites children for flexible settling-in sessions. This helps the childminder to get to know the children and helps them to feel secure in her care. This is evident as the childminder recognises when children are feeling tired and ensures that they rest in their pushchairs. This supports children's emotional well-being.

p.5

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

The childminder uses praise and encouragement to support the children's good behaviour, and children respond positively to this. For example, they smile as they are told how well they have done and receive stickers to put in their daily books. This boosts their confidence and self-esteem. However, there is scope to further enhance the way children learn about their feelings. For example, by using a range of books and photographs with the children to help them to relate to different emotions. Children attend regular toddler and childminding groups where they have opportunities to socialise with their peers. In addition, they accompany older children to school and pre-schools. This helps to familiarise them with other settings and prepares children for later transitions to other settings.

p.5

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

The childminder promotes children's understanding of safety as they practise road safety on outings. She talks to children of all ages about procedures to follow in the event of a fire. They regularly practise fire drills to ensure they are aware of how to evacuate from the home in an emergency. This helps children to develop their understanding of staying safe. Children play in a safe, clean and well-maintained family home. The childminder sets out a good range of age and developmentally appropriate resources each day, which children can make independent choices from. The childminder successfully promotes children's good health and well-being. She implements effective routines for hand washing and ensures that all toys and equipment are cleaned regularly. Snacks are healthy and nutritious and take into account any dietary needs, along with children's likes. In addition, the childminder provides healthy and nutritious midday meals and main evening meals.

p.5

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

She ensures children get daily fresh air and exercise. This develops their awareness and understanding of a healthy lifestyle. Children also have opportunities inside the home when the weather is bad to develop their physical skills. For example, they take part in music and movement activities.

p.5

provision

The childminder fully understands the learning and development requirements of the Early Years Foundation Stage. This ensures that she is meeting her responsibilities in all areas. The childminder evaluates and monitors planning and assessment procedures. This makes certain that she has a good knowledge of children's individual progress as they work towards the early learning goals. The childminder plans purposeful and developmentally appropriate activities which challenge children and engage them in learning. Children are happy and confident, independently accessing resources, initiating discussion and inviting adults to join them in their play.

p.5

provision

The childminder has a secure knowledge of local safeguarding procedures, which means that children are safeguarded and well protected in the setting. The childminder has attended safeguarding training and is aware of who to contact should she have a safeguarding concern. There are policies in place to ensure children's safety, such as a robust safeguarding policy. The childminder completes thorough risk assessments for all aspects of the home and garden and for individual outings, along with daily checks. This means that the children are free to play in a safe environment. The childminder observes and supervises children well. As a consequence, children are kept safe. In the home, the childminder ensures that all exits are locked and that visitors' identification is checked and they sign in and out. Self-evaluation processes are firmly embedded in practice. The childminder takes on board parents' views through regular feedback and also their

p.6

provision

comments in their children's learning records. She listens to and observes children as they play and ensures their views are included in both the self-evaluation and her planning. This supports the childminder in identifying areas of strength and weakness. The childminder has addressed all of the actions and recommendations from the previous inspection and subsequent monitoring visit. For example, she has completed a first-aid course and displays this certificate for parents to see. This ensures children are safe in her care. She also now completes an in-depth progress check for children between the ages of two and three years and ensures that parents are involved fully and contribute to this.

p.6

provision

Comprehensive partnerships are in place with parents and other professionals to ensure good continuity of care and learning and readiness for school. Relationships with parents are very positive and they comment on how much their children love coming to the childminder's house and how happy they are with the care and activities that she provides. The childminder shares her policies and procedures with parents at the start of the placement. Important information, such as Ofsted's contact details and the childminder's insurance cover, is also clearly displayed. This means that parents are well informed about the very good service provided.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY337210 Local authority Bradford Inspection number 927740 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10