Childminder in Bradford

Inspection date

Previous inspection date 24/06/2014 16/04/2009

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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

 Teaching is good. The childminder knows children well and enables all children to make good progress given their starting points. As a result, children are well-prepared for the next stage in learning.  Children's needs are identified and met through effective partnerships between parents and external agencies.  The childminder promotes a safe and secure environment as she effectively minimises risks. She has a good understanding of safeguarding procedures, which means children are kept safe in her care.  Children are developing good communication skills. This is because they are exceptionally well-supported by the childminder, who sensitively models language and provides an environment rich in print.

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It is not yet outstanding because

 There is scope to further develop the children's understanding of the world by extending the range of resources in relation to people and communities.

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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 viewed all areas accessed by children, including the outdoor environment.

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Inspection activities

 The inspector observed teaching and learning activities and spoke to children at appropriate times during the inspection.

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Inspection activities

 The inspector met with the childminder and looked at children's development records, evidence of suitability and qualifications and a range of other policies and procedures.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day of inspection.  The inspector carried joint observations with the childminder.

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Information about the setting

The childminder was registered in 1999 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their children, aged 13 and 10 years, in the Allerton area of Bradford in West Yorkshire, in a detached house. The whole of the ground floor is used for childminding, along with a first floor bedroom. There is a rear garden for outdoor play. The childminder attends toddler groups and activities at the local children's centre. She visits the shops and the park on a regular basis and collects children from the local schools and pre-schools. There are currently 10 children on roll, of whom three are in the early years group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years and holds a childcare qualification at level 3.

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

 enhance the educational programme for understanding the world, for example, by providing additional resources to further promote children's understanding of people and communities.

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who attend

The childminder has a thorough understanding of the learning and development requirements of the Early Years Foundation Stage to support children's progress. She frequently observes what children can do and assesses their stage of development to plan appropriate activities. The childminder records very good quality information that is reflective of where children are at in their development. She plans purposeful and age- appropriate activities that provide good levels of challenge. As a result, children are active participants in their learning and make good progress. The childminder maintains some of her information electronically and this gives parents and carers frequent opportunities to look at and comment on their own child's records. The childminder actively encourages parents and carers to be involved in their child's learning at home. This is through a useful newsletter, daily diary updates on what children are doing and alerts when the electronic

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who attend

The learning environment the childminder provides is stimulating and rich in text. She displays and labels children's work and provides a wealth of pictures and text both indoor and outdoor. As a result, children are able to develop their preferences for play, become independent and develop early literacy skills. There is an appropriate range of resources available for young children and babies to access in clear boxes, including jigsaw puzzles, books, construction blocks, musical instruments and electronic resources. However, there is room to further enhance resources in regard to understanding the world so children can learn more about people and communities. The childminder is very effective in her interactions with children. She joins in with their play and supports their interests and at the same time teaches them about things, such as the life cycle of frogs, when observing tadpoles in the garden. She uses simple and clear explanations as she gives instructions to

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who attend

support children's understanding and introduces new words during play to develop their language. For example, the childminder talks to children about dinosaurs as they share a book, asking which one is short, long, and who is high, low, above and below. As a result, children are learning positional language.

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who attend

Children enjoy playing outdoors in the mud kitchen; they mix, stir, weigh and measure as they actively explore mud and create 'soup for lunch'. As a result, through imaginative play children are learning mathematical concepts of space, shape and measure. The childminder supports younger children as they play in water, where they use scoops to splash water, wash dolls clothes and peg them out to dry. Consequently, they are actively learning about the properties of water and refining their fine motor skills. Children have frequent opportunities to visit stay and play sessions within the local community, which gives them skills they need for future learning. The childminder has a sound knowledge of promoting equality of opportunity and ensures all children are included. Overall, children are gaining the necessary skills to support their future learning.

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

Children settle well due to the effective support given. The childminder gathers useful information from parents and carers, so that she can meet children's needs. The childminder is positive and friendly with children and gives them lots of attention. As a result, children are secure and comfortable and feel valued. The childminder gives children regular praise during play, to boost their self-esteem. She talks to children about the expectations, so that they understand how to behave in the environment. She has clear and consistent methods for managing unwanted behaviour. Children have opportunities to rest and sleep, and any changes in routine, behaviour or health are discussed with parents. The childminder provides children with a variety of opportunities to begin to feel comfortable about their move to school. She takes children on the school run and to events at the school, has uniforms so children can dress up and ensures children are

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

independent. She has stories about going to school and talks positively to them about it.

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

The childminder is effective in teaching children about their own safety. She has clear rules about tidying away toys and resources before getting others out, to minimise tripping hazards. Children help to tidy away without being prompted. The childminder teaches children about road safety when they are on outings. She displays road safety signs in the home and has road safety play equipment in the outdoor play area. The childminder talks to children about healthy foods at mealtimes, which means they learn about a healthy lifestyle. Healthy drinks and snacks are provided for when in the home and on outings to maintain children's health and comfort. Children enjoy making their own lunch they make ham, cheese and salad wraps. She actively promotes sun safety and ensures children wear sun cream and hats when playing outdoors on hot days. From an early age, the childminder teaches children about good hygiene as she encourages them

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

to wash their hands after nappy changing.

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

The childminder provides regular opportunities to enjoy the outdoor environment. As well as regular outings to local stay and play sessions, the childminder gives children daily opportunities to play in the garden. Children have access to a wide range of activities and resources, for example, a sand tray, ride-on toys and a mark making area. The children independently play on swings and run on the large grassed area of garden. As a result, children are confidently developing their physical skills.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage and implements them well to promote children's safety, learning and development. She has effective procedures in place should she have any concerns regarding a child in her care and is able to give appropriate examples of possible indicators or signs of abuse or neglect. The premises are secure and well-maintained and the childminder regularly reviews her risk assessments for both the premises and outings to promote children's safety.

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provision

Since the last inspection, the childminder has attended many courses, such as emotional development, early intervention and early communication. She has also welcomed the support from the local authority early years advisers. This has had a positive impact on the quality of support for children's learning and development, which has improved significantly. Other training, such as safeguarding, means that she is secure in her knowledge of how to promote children's safety. The childminder demonstrates a passion and commitment for ongoing improvements. She seeks useful feedback from parents and carers through the use of questionnaires. The childminder is using detailed and thorough monitoring of children's progress and the areas of learning to ensure that children make good progress towards the early learning goals.

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provision

The childminder provides useful and detailed information for parents and carers about the care, learning and development and how the setting is run. This includes a range of clear and informative policies and procedures, information about her services and a book about her family. Parents and carers receive a useful update on what their child has been doing during the day, termly newsletters and electronic communications during the day. The childminder is aware of the importance of engaging in partnerships with other agencies to ensure appropriate interventions for children who may need additional support. She is proactive in sharing information with other providers to ensure continuity for children between the two settings. This includes agreeing a consistent approach to supporting a child's next stage of development.

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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 302525 Local authority Bradford Inspection number 894479 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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