Childminder in Bradford

Inspection date

Previous inspection date 10/06/2014 22/11/2010

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early years provision

This inspection: 2 Previous inspection: 3 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 has a good knowledge of how children learn and develop. She uses her observations of children's play to identify and plan for the next steps in their learning. As a result, children make good progress in their learning and development.  The childminder builds close and caring relationships with children in her care, enabling them to feel confident and secure, nurturing their individual needs. This is a result of the good partnerships between the parents and the childminder.  The childminder has a very professional and dedicated approach, which means that she is well organised and efficient in fulfilling her responsibilities to all families and children.  Children enjoy daily access to the outdoor learning environment, walks and trips to the park. This supports their well-being and good health.  Children's welfare is promoted because the childminder demonstrates a good understanding of her responsibilities with regard to safeguarding and child protection.

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This provision is good

She ensures the home is risk assessed and supporting policies are in place to help keep children safe.

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It is not yet outstanding because

 While there is a good selection of resources available for the children, there is room to provide babies and young children with greater access to natural everyday objects to explore using all of their senses.

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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 the childminder caring for and playing with the children.

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Inspection activities

 The inspector spoke to the childminder about her practice at appropriate times during the inspection.

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Inspection activities

 The inspector had a tour of the childminder's home, including the kitchen, garden and play areas.

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Inspection activities

 The inspector sampled children's progress records, the childminder's self-evaluation documents, the registers of attendance and a range of other documentation, including safeguarding, accident and medication records.

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Inspection activities

 The inspector checked evidence of the childminder's qualifications and suitability of all adults living at the premises.

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Information about the setting

The childminder was registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged two and five years in a house in Ilkley. The whole of the ground floor and the rear garden are used for childminding. The family has two lizards and two guinea pigs as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently nine children on roll, four of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 7pm, 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:

 enhance the opportunities for babies and young children to investigate using their senses, for example, by providing a range of natural everyday objects for them to explore, such as wooden objects, metal utensils, feathers, fabrics and scented materials.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage and she understands how children learn. She provides them with a range of stimulating, planned and freely-chosen play experiences across the seven areas of learning. This means children are motivated to learn and thoroughly enjoy their time in the setting. Individual learning files are in place and these include photographs, observations and assessments. These are linked to all areas of development and are used to identify next steps in each child's development. The childminder uses effective observations and collects lots of varied evidence to inform her planning; as a result, the childminder includes suitable activities, experiences and challenges for the children. Parents share these files on a regular basis and comment about their children's progress and achievements at home. This supports parents to have a full and active role in the observation and assessment process that

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who attend

supports their child's learning. The childminder has a good understanding of her responsibility in completing the progress check for children aged between two and three and this is shared with parents in order to plan strategies for future progress.

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who attend

Teaching is good as the childminder successfully engages children, keeping them occupied and interested in the activities provided. She interacts with children in a positive manner and at their level providing them with lots of eye contact. This helps to communicate to the child that the childminder is interested in what they are doing. She chats with them constantly about what she is doing or what is happening while she is playing with them. Thus they enjoy babbling and increasingly experiment with using sounds and words to communicate. These immediate responses tell children that their communications are important and effective, and encourage them to continue to develop these skills. Babies start to learn to enjoy books as the childminder shows them brightly coloured pictures and talks to them about what they can see. They are beginning to show curiosity about toys as they start to explore the toy boxes and the environment. For example, the childminder sits

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who attend

with a baby using a selection of musical toys and allows them to experiment with sound as they bang the toys and listen to the different noises. Babies use a variety of interactive resources showing delight as they press buttons which make the lights flash and music play. However, there is scope to improve opportunities for children to use all their senses and examine a wider range of every day and natural materials to enrich their play and learning even further. Babies are gaining competence in their physical capabilities as they are given the space and encouragement to build up their confidence. For example, the childminder holds a baby so they are able to stand for a short time and offers lots of praise for their achievements.

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who attend

The childminder provides opportunities for children to engage in malleable play, such as dough, sand and water play. This type of play allows for experimentation and exploration while fostering the development of physical movement, thinking and problem-solving skills. It also increases the opportunity for social play and the associated skills of turn taking, sharing and communication. Consequently, children develop the characteristics of effective early learners, and this prepares them well for the next stage in their learning. Children experience a range of outdoor experiences as they visit local places of interest, play areas and the park where they have first-hand experiences of the wider community and the natural living world.

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

The childminder forms close and caring relationships with the children in her care. This enables them to settle particularly well and consequently, the children are content and display good levels of confidence. The childminder takes time to find out about the children's interests and routines, For example, information is exchanged with parents during settling-in sessions about dietary needs, allergies and routines to ensure that these are accurately met and that care is consistent. The childminder speaks to parents each day about their child and has formed strong attachments with both children and parents. As a result, children quickly feel at ease and begin to form trusting relationships. For example, they seek reassurance when they feel unsure of visitors or are tired and the childminder quickly recognises their unease by comforting them. She recognises when children are tired and hungry and meets their needs effectively. They smile and laugh with

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

her and they enjoy cuddling close to the childminder as they share play experiences. Children demonstrate independence and confidence as they explore the resources and the childminder is always on hand to support their play. Therefore, they are emotionally prepared for the eventual move to pre-school or school. Resources are displayed in the home taking into account the children's age and stage of development. They encourage young children to explore and investigate and make individual choices in their play. Children's health and well-being is supported through fresh air and space to be physical indoors. For example, there is ample space for babies to practise their developing mobility by crawling or pulling themselves to the standing positions. Daily routines support children in developing their self-care skills. For example, children feed themselves and access their own drinks when they are thirsty. Children gain

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

a good awareness of the importance of healthy lifestyle choices. For example, their understanding of healthy eating is promoted as they discuss healthy snacks and foods. Children are offered a snack lunch and then a cooked tea; the menu is rotated to ensure children are offered a wide variety of foods. When children are at the weaning stage the childminder works closely with parents, to ensure the introduction of new food is closely monitored. Good daily practice reinforces children's understanding of good hygiene. For example, children wash their hands after playing outside and before eating, referring to child-friendly posters that explain the relevance of this. The childminder gathers important information about the children's medical needs or special dietary requirements to ensure they remain healthy and safe. She has attended a mandatory paediatric first-aid course. All accidents and medication given to the children are recorded, dated and signed by

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

parents to keep them informed of children's well-being. This means that she can effectively deal with any accidents or minor injuries and parents are reassured that their children are consistently well cared for.

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

Children behave well because they are supported well in understanding how to manage their own behaviour. They are offered clear and consistent explanations about this and are encouraged to share, take turns and be considerate towards others. As a result, children's behaviour is good. They are given positive praise and recognition for their efforts and achievements. For example when they competently tidy away their toys she tells them, 'that is great', 'well done'. Children learn about safety through the childminder's calm reminders and expectations. For example, they are reminded to sit on their bottoms on the chairs so that they do not fall off. Children are reminded about road safety as they go out and about on walks to and from groups. This helps them to develop a sense of responsibility for their own safety and well-being. Children take small, but safe risks when playing as they avoid obstacles and access tables and chairs. They understand the risks

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

when playing and seek the childminder's support and reassurance. She outlines how she supports children emotionally with the move to school, by constantly building children's self-esteem and developing their independence.

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provision

The childminder manages her service efficiently. For example, clear policies and procedures are in place that set out her responsibilities for promoting children's safety and welfare. She is secure and confident in what action she must take to protect children if she has concerns about a child's welfare. She has completed safeguarding training to support her understanding of child protection. All required documentation is kept up to date, stored and organised securely, to maintain confidentiality. The childminder ensures that all people who live on the premises have been suitably checked through the Disclosure and Barring Service. The childminder shares all relevant documentation with parents to keep them fully informed of all adults in the home. The childminder checks all visitors' identification, which means there is no unauthorised entry to the premises. Risk assessments ensure children are cared for in an environment that is safe, secure and well

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provision

maintained. Appropriate action is taken to minimise any risks, which means children are safe and accidents are kept to a minimum.

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provision

The childminder uses her good knowledge of the Early Years Foundation Stage well, to provide activities that keep the children stimulated and interested across the seven areas of learning. The childminder has a sound understanding of children's individual needs and interests and plans a varied and exciting range of activities to help them make good progress. Good systems for the observation and assessment of children support her to achieve this. This means children are supported well in reaching their full potential. The childminder monitors and evaluates her professional development effectively. She uses self-evaluation to reflect on her strengths and areas for improvement, in order to move her service forward. For example, she has identified her own training needs, and has enrolled on a foundation degree course in early years practice with the Open University. She seeks advice from the local authority as necessary and regularly discusses good

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provision

practice with fellow childminders. This demonstrates priorities for improvement are well targeted to benefit the children in her care and support her to monitor and improve the quality of children's learning experience.

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provision

Through discussion, it is clear the childminder knows when to contact outside agencies to support children's development. She understands she can contact relevant agencies when she feels children need additional support. The childminder shows a clear understanding of the importance of sharing information with other professionals. Partnerships with parents are established and parents are complimentary about the childminder and they are very happy with the care and teaching that she provides. As a result, parents are aware of how their child is developing. Links are established with the local school to prepare for children's transitions, ensuring that their progress and development is shared when the time comes.

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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 EY409256 Local authority Bradford Inspection number 879639 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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