Childminder in Bradford

Inspection date

Previous inspection date 19/05/2014 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

 Children are confident, happy and settled as a result of the secure attachments established with the childminder as part of the effective settling-in arrangements.  The childminder has a good knowledge of child protection procedures due to updating her training and ensuring that reporting procedures are clearly displayed. This enables her to respond quickly to promote children's welfare.  Parents are closely involved with their children's learning as a result of effective information sharing. Consequently, children make the best progress possible because of this shared and consistent approach.  Children over three years of age, in particular, show good levels of engagement as a result of the childminder's good quality teaching and the time she spends engaging in purposeful dialogue with them.

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It is not yet outstanding because

 Babies' interest in sensory materials is not always fostered effectively, with regards to the variety of toys available to them.  Some information gained from regular assessments of what children know and can do is not always precisely and purposefully reflected in planning.

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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 activities and care routines in the hall, playroom and garden.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection and carried out a joint observation with the childminder.

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Inspection activities

 The inspector looked at a selection of policies and documentation, including children's records of learning and information that confirmed the childminder's suitability.

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Inspection activities

 The inspector took account of the information provided in the childminder's self- evaluation document, local authority quality improvement plans and parent questionnaires.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in the Baildon area of Bradford. The childminder uses the whole of the ground floor, a first floor bedroom and bathroom and enclosed garden for childminding. The childminder attends groups and visits local shops, the library and parks on a regular basis. She has a dog and a cat. There are currently six children on roll in the early years age group, who attend for a variety of sessions. The childminder is open all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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

 enhance the richness of the environment and babies' experiences, for example, by extending the range and variety of sensory media and materials available both indoors and outdoors

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

 strengthen planning, for example, by taking more account of specific details about the learning intention of activities, the resources required and the adult's role and use these more effectively to sharply focus on further supporting children's next steps and interests.

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who attend

The childminder has a secure understanding of the seven areas of learning and how children learn. Consequently, she provides a good variety of play experiences across the seven areas of learning. As part of this, children take part in interesting outings. These ignite their natural curiosity and sense of wonder as they learn about the wider world and different aspects of nature. They visit farms, the seaside and favourite family attractions where they can view a hot house of tropical plants, birds, fish and insects and see animals, including nocturnal creatures. The childminder creates a welcoming, child-centred and interesting indoor and outdoor environment which engages children's interest. This includes the use of innovative resources, such as a crate and different lengths of materials which children thread with. However, the childminder does not always effectively facilitate babies' interests in natural objects and open-ended media and materials, in order to fully

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who attend

foster their investigation and exploration skills. Toys and activities are generally well- organised so that older, more able children are able to initiate their own play and show very good levels of independence. Consequently, they are well-supported in acquiring the skills and capacity to develop and learn effectively and be ready for their next stages in learning.

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who attend

The childminder has a good understanding of observation and assessment and effectively finds out what children know and can do. This is done through close partnership working with parents and the effective use of settling-in summaries. This information is then used as part of the childminder's ongoing assessment, which highlights children's next steps for learning. Planning and organising of learning activities is good. However, the childminder does not always take precise account of the planned learning intentions and the resources required, in order to help individual children to consistently excel in their learning. Children's records of learning are meaningful to parents and show that children are reaching and in some aspects exceeding expected levels of development. Parents can take these records home regularly and contribute to these by adding their own observations. In addition, progress conversations take place regularly, in order to talk about what children

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who attend

enjoy doing at home and when in the childminder's care. They also provide an opportunity to discuss how children's future next steps for learning can be supported by working together. This encourages parents to support their children's development at home and to work consistently with the childminder to help children make the best progress they can.

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who attend

Babies enjoy observing their peers as they sit on a soft blanket in the garden. They explore objects with their mouth and delight in babbling away in response to the interaction of others. As they are not yet mobile, the childminder moves them around, in order for them to take part in different activities, such as water play. They clearly enjoy observing the red water as the childminder trickles it between their fingers. The childminder extends young children's vocabulary by talking about what they are doing, helping them link words to actions. As older or more able children help to make their own pizza for lunch the childminder effectively supports their learning. She introduces mathematical concepts, asking children if they can remember what the scales are for. She encourages children to observe the numbers, in order to measure out the correct quantity of flour before adding water. Children delight in kneading the mixture, excitedly showing

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who attend

their sticky hands. They learn about change as the childminder explains how to make the dough less wet. Children show good fine motor skills as they attempt to make a ball with the dough then roll this out with a wooden rolling pin. The childminder provides good models of language and extends children's vocabulary and use of new words. As a result, older children use language confidently to describe what they are doing and to share their ideas, such as squeezing the dough. Children's interest in early reading and writing is fostered well. The learning environment is enriched with different examples of print and this is further enhanced by the use of a cosy reading area and exciting storytelling by the childminder. She makes stories interesting, involving children by asking questions and encouraging them to predict what might happen next.

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

The childminder is fully aware of and sensitive to potential and actual harm to children. Consequently, she promotes their safety and well-being. Children's sense of security is effectively fostered from when they first begin attending. For example, there is close consultation with parents, in order for them to share personal information that enables the childminder to meet children's individual needs. This includes parents completing a detailed 'All about me' document. It asks, for instance, what motivates or excites children, what helps them to feel secure and confident, how they communicate, what they can do for themselves and their likes, dislikes and interests. This information ensures children are emotionally well supported during the move from home into the childminder's care and helps them to develop a secure attachment to the childminder. Photographs of children adorn the walls of the designated playroom. This helps them to feel a strong sense of

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

belonging, as well as being able to recall and reflect on their learning. Children are encouraged to make choices and their views are valued and respected. For example, they help to choose their favourite activities from laminated picture cards which are then planned for. Care practices are effective in ensuring children are happy and enjoy their time with the childminder. The childminder provides an environment and daily routine that encourages children to develop independence and have sustained time for concentration, engagement and extended thinking. For example, activities are not routinely tidied away, such as at snack time, which means that children can return to what they have been doing, in order to practise and reinforce what they are learning.

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

Children are sociable and behave well as a result of the childminder's good role modelling and calm and sensitive demeanour. She provides small group activities to teach children to listen to instructions and be attentive, such as story times. She provides further opportunities for children to socialise through visits to the library and toddler groups, for instance. The childminder provides many positive images of diversity through toys and displays, helping children learn to appreciate and value the similarities and differences between themselves and others. She also makes use of spontaneous opportunities to do this as she talks to children about where pizzas originate from. Children's self-esteem and confidence is effectively fostered. The childminder praises and encourages children and acknowledges their achievements. She speaks warmly to babies and responds quickly to their individual care needs. For example, she recognises when they are hungry and tired

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

The childminder gives clear messages to children about the importance of a healthy lifestyle. As well as providing children with healthy food, including a nutritious freshly prepared meal each day, children harvest their own fruit and vegetables, such as runner beans. They select their favourite vegetables for the healthy pizza, practising their hand and eye coordination as they cut this up. The childminder intervenes sensitively where children need a little support to hold the vegetables for cutting, talking to them about the safe use of the knife. This prevents children from becoming frustrated and helps them to develop their independence and confidence as they achieve what they have set out to do. Babies independently eat finger foods. They practise their hand and eye coordination in preparation for 'having a go' with a spoon when they are ready to do so. Older, more able children manage their personal needs and learn about good hygiene practices as they

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

clean their hands before eating and making pizzas. As they do so, the childminder discusses how this 'prevents germs getting into their tummies and making them poorly'. Children have free access to the garden and they clearly enjoy being outdoors. This ensures they benefit from fresh air while developing a positive attitude to physical activity. Babies happily roll around the playroom, practising their developing mobility as they reach out and grasp things. Children access more challenging equipment in the park, enabling them to learn about risk taking. Their understanding of dangers and keeping themselves and others safe is reinforced through discussions, such as how to carry scissors in a safe and correct way.

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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. She makes good use of supporting documents, such as tracking forms, in order to monitor children's progress and identify any gaps in their learning. This supports all children's achievements and ensures they experience good quality care and a variety of activities across all of the areas of learning. Space is organised well indoors and outdoors. This enables children to move around independently, make choices about what they want to do and take part in activities across all areas of learning through child-initiated play. The childminder carries out good risk assessments to ensure that children's welfare is promoted as they move around freely. This is strengthened by the childminder's good knowledge of child protection issues.

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provision

The childminder demonstrates a strong commitment to the continuous improvement of children's achievements and has established a good support network since registration. She has close links with her local authority advisor and positively welcomes any advice on areas for development. In addition, ideas and general practice information is discussed through a childminding forum and childminder groups. The childminder uses the Ofsted document to evaluate her provision and identify future areas for development. This is used in conjunction with her local authority quality improvement framework. The childminder precisely targets training to meet the needs of children attending, such as creating a good quality environment for two-year-old children. New developments, such as a mud kitchen in the garden, enhance children's creativity and imagination as they engage in sensory play.

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provision

Parents are well-informed about the childminding service when their children enrol and through ongoing communication. Consequently, there is a consistent approach to children's care and education. For example, policies and procedures are shared and there is a wide array of displayed information and photographs. Although, current parents prefer face-to-face exchanges each day, the childminder does offer to complete a daily record form about their children's progress. Parent's views are welcomed and used to help review and improve the childminding service. Questionnaires are distributed and these reflect the very complimentary comments made by parents. The childminder builds positive relationships with providers where children attend other settings. This means that she can gain a full picture of all of a child's achievements, in order to complement their learning fully and balance children's experiences with those they receive elsewhere. The

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provision

childminder also has a good knowledge of how to work in partnership working with other professionals when relevant to support any child who may be identified as needing additional support.

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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 EY440560 Local authority Bradford Inspection number 956234 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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