Childminder in Bradford

Inspection date

Previous inspection date 02/07/2014 09/12/2009

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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 knows the children well and therefore, activities are appropriate and challenging. As a result, children make good progress towards the early learning goals.  Effective self-evaluation and monitoring of the provision ensures that the childminder provides good quality care and learning opportunities for children. Her plans are suitably focused on strengthening practice even further.  Partnerships with parents are well established and support a consistent approach to children's learning both at the childminder's house and at home.  The childminder promotes a safe and secure environment as she effectively minimises all risks and hazards.

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It is not yet outstanding because

 There is scope to develop how some of the resources are presented in the home to further enhance children's learning and enable them to have even greater opportunity to make their own choices.

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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 had discussions 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 out a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2002 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 16 and 14 years in the Clayton area of Bradford. The childminder lives in a semi-detached house and the whole of the ground floor and part of the first floor is used for childminding and there is a garden for outdoor play. The childminder attends toddler groups and childminding groups. There are currently four children on roll who attend for a variety of sessions. The childminder provides care to children between the hours of 7.30am to 6pm, Monday to Friday, except for family holidays and bank holidays. The childminder takes and collects children from the local nursery and school. The childminder is a qualified Nursery Nurse and 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 children's space for play, independence and self-choice, for example, by reviewing how some resources are presented to ensure that they are more easily accessible.

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who attend

The childminder provides a warm and welcoming environment for children to learn and develop in. She knows the children well, observes them regularly and uses this information effectively to plan good learning experiences both in the indoor and outdoor environment. As a result, children behave exceptionally well because they are busy and engaged. Children are active learners and stay at activities for long periods of time; they share resources and have their own ideas, making play enjoyable and independently promoting their learning. For example, one child sits actively engaged in using scissors to make small snips; she concentrates and keeps trying to achieve her end goal. The childminder provides purposeful and developmentally appropriate resources that provide good levels of challenge. There are some resources available for children to access, including books, musical instruments and construction bricks. Since the last inspection the childminder has

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who attend

invested in more technology resources, such as electronic alphabet boards and interactive teddies. As a result, children are developing an awareness of technology and learning how to operate simple equipment. All children are able to confidently self-select resources and the childminder provides rich opportunities for them to explore and experiment freely. However, there is scope to develop how a wider range of resources can be presented in the home to further enhance children's learning, extend room for play, and enable them to have even greater opportunity to make their own choices. Children enjoy their time with the childminder. They paint with the water to see colour appear on the 'magic' mat and select their own resources to paint with. The childminder talks to the children about colour and shapes as they mark make. As a result, children are learning about expressive art and design as they develop early writing skills. They enjoy

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who attend

dressing-up as pirates and princesses. Older children independently dress and ask for help with back fastenings. The childminder allows children the time they need to dress-up themselves and only gives support where needed. This ensures that young children are given the opportunity to develop skills required for the future, such as their transition to school. Children play outdoors as they ride on tractors, dig in the sand and play on slides. They are independent and self-assured in their approach to outdoor play and manage risks well when climbing the steps to the slide. The childminder supports children's physical development well. As a result, children have frequent opportunities to visit playgroup sessions and parks within the local community, which gives them the skills they need for their future development.

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who attend

The quality of teaching is good. The childminder is effective in her interactions with children. She supports them to make connections with their past experiences and apply them to the present time. For example, she asks children to remember about going to the beach as they play in water with shells and toy fish. As a result, children are active in their learning and developing thinking skills. The childminder skilfully models counting as the youngest children make marks, saying, 'one, two, three, four...' to accompany their actions. Consequently, young children are developing an awareness of numbers. The childminder regularly observes children, responds immediately to their next steps in learning, and links observations to the areas of learning. She can clearly explain children's next steps in learning, and identify gaps in children's learning. As a result, children make good progress based on their starting points. Parents are supported to be involved in their

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who attend

child's learning; they are kept informed of progress on a daily basis and often discuss progress summaries with the childminder. As a result, parents are able to repeat, extend and record such experiences at home to help the childminder with her future planning to meet children's needs.

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

Children are cared for in a calm and caring atmosphere, which creates a positive learning environment. Children settle well due to the effective support given. The childminder gathers information from parents and carers so that she can meet children's needs. For example, parents complete an 'all about me' file before children begin to attend. The childminder has a highly effective settling-in process and children are able to visit with parents for several occasions before they formally start with the childminder. Children have their own space for their belongings. The children are happy and emotionally confident in their surroundings and have made secure emotional attachments with the childminder. Children play happily with their friends and are well behaved, demonstrating clear boundaries and the high expectations from the childminder. Children are kind and take turns with resources. For example, older children help younger children to complete

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

jigsaw puzzles. Children access the outdoors daily and have a wealth of opportunities to exercise. For example, children walk daily to school and back. The childminder acts as positive role model speaking kindly and offering lots of praise. As a result, children have a sense of achievement and self-esteem and they enjoy their experience with the childminder.

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

Older children are independent in their personal hygiene and wash their hands without prompts after using the toilet and at mealtimes. Younger children are supported to wash their hands. This demonstrates that the childminder places high regard on the health and hygiene practices that she helps children to follow. At mealtimes, children behave exceptionally well as the childminder sits and eats with the children. As a result, mealtimes are very calm and children are developing excellent manners and independence skills. The childminder teaches children to be safe. She explains why they need to wear hats and sun cream and talks to them about road safety when walking to school. Consequently, children are learning about personal safety.

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provision

The childminder understands her responsibilities regarding the safeguarding and welfare of children and ensures she is kept up-to-date by accessing regular training and refresher courses. There are effective procedures in place to ensure children are safe from harm and clearly written policies are shared with parents, which include information from the Local Safeguarding Children Board. Effective risk assessments are carried out and areas of the home used for childminding are risk assessed on a daily basis. The self-evaluation is clear and accurate and supported by an action plan. The childminder demonstrates a commitment to improvement. Since the last inspection she has become a member of the Professional Association for Childcare and Early Years and also accesses support from the local authority. As a result, she consistently keeps up-to-date with new legislation and accesses regular training in various areas, including safeguarding, first aid and quality

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provision

The childminder effectively monitors children's progress and her observation and assessment arrangements, to ensure children make continually good progress. Regular feedback from parents and children is used to monitor and review practice; this is completed through questionnaires and verbal feedback daily. Parents speak positively about the childminder and comments state they are, 'extremely happy with the love and care provided'. Parents have access to a variety of information, including planning and a parents' guide to the Early Years Foundation Stage, promoting positive relationships with families and ensuring they feel valued. The childminder understands the importance of working in partnership with other providers or professionals in order to promote continuity for children when applicable.

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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 EY216439 Local authority Bradford Inspection number 819526 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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