Childminder in Bradford

Inspection date

Previous inspection date 12/06/2014 06/01/2009

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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 manages her provision well to ensure children are safe. She ensures her premises are safe and understands safeguarding procedures to follow if she has any concerns regarding children's welfare.  The childminder builds good relationships with parents and regularly exchanges information with them. She also reviews her practice regularly. This helps her ensure that she successfully meets children's individual care and learning needs.  The childminder provides children with a wide variety of experiences which encourages them to become inquisitive and develop their personal, social and emotional skills as they play with other children.  The childminder enthusiastically plays with children and uses an impressive range of resources to support their development across all areas of learning.  The childminder has a secure understanding of the learning requirements of different groups of children that attend, including those with English as an additional language.

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This provision is good

This means she teaches all children in her care well.

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It is not yet outstanding because

 There are opportunities to further enhance the environment to help children link words with pictures and objects so they can understand the relevance of print.  There is scope to strengthen links with other settings that children attend and which the childminder does not visit herself, to enhance children's learning opportunities.

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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 had a tour of the premises and checked the suitability of adults living and working on the premises.

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Inspection activities

 The inspector observed the childminder caring for and playing with children and talked to her about the teaching and learning that was taking place.

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Inspection activities

 The inspector looked at a selection of children's records and policies, she talked to the childminder about how she organises her provision and her plans for further development.

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Inspection activities

 The inspector took account of the views of parents from comments they had written in questionnaires and other documents.

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Information about the setting

The childminder was registered in 2004 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 six and nine years in a house in Baildon near Bradford. The whole of the ground floor, a bedroom and bathroom on the first floor and the gardens are used for childcare purposes. The family has giant African millipedes, snails, fish and a cat as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and parks on a regular basis. She collects children from the local school. There are currently 16 children on roll, four of whom are in the early years age group and who attend for a variety of sessions. The childminder receives funding for the provision of free early education for children aged two, three and four and she supports children who speak English as an additional language. She operates all year round from 7am to 7pm,

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Information about the setting

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:

 extend opportunities to help children understand the relevance of words and link words with people, objects and pictures; for example, by labelling children's coat pegs with their pictures, as well as with their names

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

 strengthen communication links with other settings that children attend, to enhance children's learning opportunities further, particularly in relation to shared-care with settings other than the school nursery.

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who attend

The childminder encourages children to learn by enthusiastically playing with them and by using an impressive range of toys and other resources to support their development in all areas of learning. She has a good knowledge of the learning requirements of different groups of children that attend, including children who speak English as an additional language and teaches them well. This means all ages of children make good progress across the seven areas of learning. The childminder ensures that the children receive a broad range of activities that they find interesting and challenging. She uses topics to help her provide a good variety of experiences to encourage children to widen their interests. She also ensures that activities are tailored to meet individual children's interests and stage of development. For example, she provides activities based on the topic of mini- beasts. Children play in the sand pit and notice a creature. She asks them what they think

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who attend

the creature is and quickly provides them with a laminated sheet of pictures that illustrate different mini-beast types. She helps them to compare the creature with the pictures and they decide it is a woodlouse. Children are very interested in the woodlouse and this activity, which means they are highly motivated and engaged in learning. The childminder provides a wide range of resources based on the theme of mini-beasts. These include plants and colourful displays. This allows children to make links between living creatures, pictures, models and words. The childminder meets the learning needs of the differing ages of the children she cares for well. For example, she plays a lotto game based on nursery rhymes with the older children while younger children sleep. This helps children to link pictures with words and songs and helps them to develop an understanding of rhythm and rhyme. It also helps them learn to take turns and encourages them to concentrate

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who attend

and persevere. However, although each child has a peg for their coat which is labelled with their name, there is no picture or photograph to help younger children link the word with themselves or to understand the relevance of the word.

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who attend

The childminder is skilled at capturing opportunities to extend children's learning as they play and during routines. For example, they count, sort and group plastic flowers that they find in the sand. They try to throw balls into containers fixed to the fence that match the colour of the balls they select. This means the childminder encourages children to find mathematics fun and exciting. The childminder considers children's personal experiences and plans activities that relate to these. For example, she exploits a child's interest in football by providing a huge England flag. She uses the flag to stimulate children's discussion skills as they talk about which teams they support. This approach helps children to understand about their world and make links between different events and experiences. The childminder knows that children learn in different ways and that some children learn well outdoors. She uses her garden particularly well to teach all areas of learning. She has

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who attend

created a rich learning environment that can be extensively used in all weathers. In addition, she takes children to local groups and play centres every week. This gives them a wide range of experiences and more opportunities to develop their social skills. The childminder's enthusiastic and knowledgeable approach helps children, including those with English as an additional language, to work at age-expected developmental stages in all aspects of learning. This means children are well-prepared for school.

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who attend

The childminder liaises with parents and observes children closely and accurately to assess what children can do and what they like doing. She uses this information to plan activities and to enhance her resources. The childminder provides each child with a learning journal. She takes photos and writes notes in this journal to help her keep parents informed about their children's progress. She tracks children's development in each aspect of their learning and development using a local authority tracking form. This helps her ensure children make good progress in all areas of learning. It also helps her share information with parents and with other providers as children get older. The childminder regularly provides parents of all children with a progress check. These checks include the information that is required to be included in the progress check for children between the ages of two and three years. She encourages parents to share the report she writes when

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who attend

children are two years old with the children's health visitor. This means any delays in children's development can be quickly identified and addressed.

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

The childminder builds strong and friendly relationships with children. This means they are very happy and secure. The childminder responds very effectively to children's needs. She can do this because she works closely with parents to understand their children as individuals. Children therefore develop high levels of well-being and confidence. She gives children lots of praise and encouragement which supports children to develop high self- esteem. Children's behaviour is very good because the childminder is a good role model and sets clear and consistent boundaries. She ensures that children learn to take responsibility for their self-care and well-being. This helps them become emotionally well- prepared for school.

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

The childminder offers children a rich variety of experiences which encourages them to become inquisitive. For example, she visits the nearby park every day and regularly takes children to the local activity centre. This also helps children to develop their personal, social and emotional skills as they play with other children. Children get plenty of fresh air and exercise and enjoy healthy meals and snacks. The childminder ensures children have independent access to drinks throughout the day and she teaches them to clean their hands before eating. In these ways children begin to learn how to keep themselves healthy and they develop good attitudes towards healthy lifestyles. They also learn to keep themselves safe as they practise fire drills.

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

The childminder encourages children's independence because she provides a wide range of easily accessible resources and toys each day. She is very organised and has an extraordinarily large collection of resources that help her promote children's learning in all areas of learning in imaginative ways. This means that children are immersed in a rich environment that the childminder uses well to ensure they make good progress. The rich indoor and outdoor environment ignites children's interests and the childminder skilfully exploits this. The children develop positive attitudes to learning, such as concentration and perseverance because the environment fascinates and motivates them so well. Resources are carefully arranged so the childminder can access them quickly. She is skilled at exploiting children's immediate interests by providing resources to extend children's thinking and challenge children's ideas about how things work. She also helps children

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

who cannot yet talk explain what they would like to play with using a display board. She attaches pictures of the resources to the board which is mounted at ground level. This helps children to explain which resources they would like to play with and also helps them link pictures to real objects.

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provision

The childminder fully understands her responsibilities relating to the safeguarding and welfare requirements of the Early Years Foundation stage. She attends training in child protection, and as a result, she understands possible indicators of abuse or neglect and knows to whom she should refer any concerns about a child's welfare. She ensures her premises are safe and has very good risk assessments in place that identify and minimise potential hazards both within her home and in the wider environment. She displays risk assessment check-lists on the door to the main room. This helps her ensure checks are completed daily and informs parents about how she keeps their children safe.

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provision

The childminder is well-qualified, experienced and highly dedicated. She fully understands her responsibility to meet the learning and development requirements of the Early Years Foundation Stage. She attends training to help her continue to enhance her practice, for example, she attended training to help her engage boys' interests by including activities relating to superheroes and monsters. This means children, including those with English as an additional language, make good progress towards the early learning goals. She analyses and reviews her practice by considering children's enjoyment and their rate of progress. She also obtains the views of parents, children and local authority advisors so she can continue to improve the service she provides for children and their families.

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provision

The childminder observes children closely and uses this information to assess their level of development so she can plan activities to help them make progress. She uses a clear and effective planning system. This ensures she considers each child's individual age, stage of development, preferred ways of learning and interests, together with the learning goals of the Early Years Foundation stage, as she plans interesting activities. She uses the guidance to accurately assess children's progress against levels of development expected for their age and continually adapts her practice to enhance children's development further. This means children's progress is good in all areas of learning relative to their starting points. Her tracking systems enable her to quickly identify any children who do not make expected progress. She is therefore well-placed to obtain support from external agencies should this be necessary.

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provision

The childminder builds good relationships with parents and regularly exchanges information with them. This helps ensure that she can successfully meet their children's individual care and learning needs. Parents are very pleased with the service the she provides. The childminder also has good relationships with the local school. She exchanges information and links her planning to activities children are doing at school. This helps support children's learning. However, she has less effective links with settings that she does not visit herself to pick up or to drop off children. This means some information sharing is inconsistent to fully promote a shared approach to care and learning with all settings children attend.

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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 EY294652 Local authority Bradford Inspection number 820126 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 16

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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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