Childminder in Bradford

Inspection date

Previous inspection date 03/06/2014 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 understands all the children's and babies' individual learning needs effectively. This results in all of them receiving good support to help them progress towards the early learning goals.  Children and babies develop positive relationships with the childminder. This is because the childminder gives them good quality time during daily routines and activities.  Children are well settled within the provision. This is because the childminder is skilful in supporting their confidence and well-being as they explore.  The childminder monitors the provision, to ensure children are safe and protected and that they receive effective learning experiences to support their progress.

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It is not yet outstanding because

 There is scope to develop the resources indoors, to further promote babies' and young children's sensory skills.  There are other ways to make the best possible use of numbers outdoors to extend children's mathematical skills.

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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 sampled a range of documents, including evidence of the suitability checks for the childminder and adults in the household, evaluation records, the children's records of learning and the policies and procedures.

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Inspection activities

 The inspector spoke to the children present and to the childminder about the learning intentions of several activities observed at the inspection.  The inspector observed play activities indoors and resources indoors and outdoors.

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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 husband and seven-year- old child in the Eccleshill area of Bradford, West Yorkshire. The whole of the ground floor, first floor bathroom and the rear garden are used for childminding. The family has goldfish. 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 school. There are currently three children on roll, all of whom are in the early years age group and they attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder 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:

 extend the opportunities for babies and young children to develop their sensory skills indoors, for example, by introducing further natural materials within the environment

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

 extend the opportunities for children to develop their mathematical skills outdoors, for example, by developing the use of number labelling to extend counting and the recognition of numerals.

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who attend

The childminder understands the children's and babies' individual learning needs effectively. This results in them receiving a varied range of enjoyable activities that incites their interests and supports their ongoing learning. Children and babies make good progress overall, according to their starting points and very short time spent at the provision. The quality of teaching is good. For example, young babies and children receive effective support from the childminder because she interacts with them cheerfully as they explore. She gets down to their level and consistently communicates, speaking clearly and asking open-ended questions as appropriate. This supports their thinking and their language and communication skills successfully. Children are developing their early literacy skills well overall. For example, children have opportunities to make marks with different media. The childminder effectively teaches children to be interested in books by ensuring

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who attend

they can access them spontaneously and with support. In addition, older and more able children are helped with recognising familiar words and formulating letters. Babies and young children do have opportunities to develop their learning through using their senses and therefore, learn about the world. For example, they explore different sized and coloured objects and balls of varied textures indoors. They experience different surfaces and materials outdoors. However, there is scope to develop resources, such as natural materials indoors, to help them develop their sensory skills even further. Children and babies receive many challenges that support their learning. For example, their physical skills are developing effectively because the childminder helps them to balance small blocks indoors and dig in the garden outside. In addition, the babies also receive good support to move around the environment because the childminder is pro-active with

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who attend

how she interacts with them to enable them to roll and stand up. Children's mathematical development is given a strong focus by the childminder. For example, she encourages counting in activities and in daily routines. Babies and children are learning about size and shape as they fit objects on top of one another. During the process, the childminder encourages mathematical language, such as 'big' and 'small' and guides them as they carry out the task. Numerals are represented and used well within the learning environment indoors. However, there is scope to help children to extend their counting skills and to use numerals and therefore, further develop their early mathematical skills. For example, by extending the number labels and how they are used within the outside play area.

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who attend

The childminder uses what she observes about children effectively, to plan their next steps in learning across the seven areas. For example, she successfully identifies appropriate areas of learning to extend, such as their language skills and their strong exploratory impulse and physical skills. She ensures the identified area is carried through in daily events and activities. All of this supports children's all-round development and their readiness for school effectively. Parents are effectively involved in their children's learning through discussion and the regular sharing of the children's records of learning. For example, the childminder and parents agree targets to work on to support children's learning, such as literacy and language skills. The childminder has an appropriate understanding of the purpose of the progress check for children aged between two and three years. For example, she has the knowledge of how children make progress to enable

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who attend

her to demonstrate to the parents how they are developing in the prime areas of learning when the appropriate time comes. The childminder encourages the parents to share information about what they do at home. This helps the childminder plan for the children's future learning.

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

The childminder supports children's developing independence during the day. For example, they make decisions about what toys they wish to explore. The resources are in good condition and used effectively overall to support children's learning and they are stored safely. Children are well settled within the provision. This is because the childminder is skilful in supporting their confidence and well-being as they explore through using praise and consistent talk. The childminder responds efficiently to their needs, for example, as she holds and sooths them as they become tired and fall to sleep. This supports their emotional well-being effectively. Children and babies develop positive relationships and attachments to the childminder. This is because she plans a varied range of activities and she gives them good quality time. The childminder finds out information from the parents to support their individual routines. This includes finding out about their

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

sleep and eating habits. The childminder promotes the children's and babies' behaviour positively because she is calm and consistent in her approach. For example, babies respond positively to her by smiling frequently to show their contentment and children's behaviour is good.

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

Children develop a good understanding of healthy lifestyles because the childminder ensures that they have regular outdoor activities. For example, they go on walks and use the garden resources to balance, dig and plant. Children are developing a good understanding of the importance of eating healthy foods. This is because the childminder gives them healthy food choices, such as varied fruit at snack time. Meals are made mostly from fresh ingredients and incorporate a good balance of the important food groups. For example, a sample of the menu demonstrates children eat foods, such as chicken, three vegetables and potatoes for a meal. Water is readily accessible. The home indoors and outdoors is risk assessed effectively. This ensures that the children can explore the home environment safely. They learn about risks and how to manage them. For example, the childminder teaches children to move around babies carefully and why

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

The good support they receive in the development of their early skills, such as making positive relationships and good communication skills, helps to prepare them well for their transitions to nursery and school, when the time comes. Children who already attend school receive good support because the childminder finds out about happenings at the other provisions, so she can effectively support them. The childminder also prepares them for changes, such as moving provisions, by taking them to visit community groups.

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provision

The childminder implements the safeguarding and welfare requirements effectively. For example, she has a good knowledge of how to keep children safe from harm and who to contact if any concerns arise about a child in her care. Safeguarding procedures are readily available and they are informative to demonstrate to parents the childminder's role in keeping children safeguarded and what happens if there are concerns. In addition, accident procedures are appropriately implemented to support children's safety and well- being. The childminder develops positive relationships with the parents, keeping them informed of daily events through discussion, a regular daily diary and other clear information sources. She works alongside them to support the children's ongoing development effectively. The policies and procedures are also shared with the parents to ensure that they understand how the provision operates, to support their children.

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provision

The childminder has a good knowledge of how to implement the learning and development requirements for the differing ages and ability groups of children she cares for. She demonstrates this in her interactions with them and in her planning for their individualised learning. Good self-monitoring is demonstrated because the childminder has a strong commitment to improving her professional knowledge and practice to support children through attending courses linked to the Early Years Foundation Stage requirements, such as the required paediatric first aid and promoting learning and development, such as communication. She has a good awareness of her strengths and areas for development and a very good attitude towards making continuous ongoing improvements for children. She takes advice from the local authority development officer to improve her service for children. This is the childminder's first inspection since

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provision

registration and she has been pro-active in developing a good standard of care and learning. For example, the childminder has found an effective way of implementing planning to support children's progress towards the early learning goals and she ensures that she regularly reviews the plans to ensure effective challenges for children. The childminder actively encourages parents to share their views about her service. For example, through discussion and there is some positive written evidence of parents' views. The childminder takes account of the children's views by ensuring that they have a voice and can freely explore and enjoy the resources that they choose.

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provision

The childminder has a good understanding of the importance of liaising with other early years provisions to support children's care and learning and she does do this effectively. She demonstrates a good understanding of the importance of working in partnerships with other agencies, if required in the future. This ensures that the childminder is effectively prepared to support children in a variety of different situations.

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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 EY471744 Local authority Bradford Inspection number 948086 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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