Childminder in Bradford

Inspection date

Previous inspection date 07/07/2014 03/03/2011

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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 resources and activities are appropriate and challenging. As a result, children are active in their learning and make good progress towards the early learning goals.  Good quality information is shared with parents and carers. As a result, parent and carer partnerships are strong, ensuring children's needs are met.  The childminder promotes a safe and secure environment as she effectively minimises all risks and hazards. She fully understands the arrangements for safeguarding, is clear about procedures if she has concerns about a child in her care, which means children are safeguarded.

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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 younger children's independence 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 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 completed a joint observation with the childminder.

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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 husband and their four children, aged seven, nine, twelve and fourteen years, in the Sandbeds area of Keighley in West Yorkshire. The whole of the ground floor is used for childminding purposes, along with a first floor bathroom. Children have access to local areas for outdoor play. The childminder attends toddler groups and activities within the local community. There are currently four children attending who are within the early years age range, all of whom attend on a part-time basis. The childminder also offers care to children aged over five years. The childminder provides care between the hours of 7.30am to 6pm, Monday to Friday, except for family holidays and bank holidays. She collects children from local schools and pre-schools.

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

 enhance younger children's independence and self-choice, for example, by reviewing how some resources are presented to make sure that they are more easily accessible.

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who attend

The childminder is knowledgeable about the Early Years Foundation Stage and effectively utilises this to support children's overall development. She plans to meet children's individual interests and needs through observation. The childminder knows children well. She assesses and monitors children's learning and development, and plans their next steps in learning. As a result, children make good progress towards the early learning goals. The childminder actively encourages parents and carers to be involved in children's learning and development through providing daily updates, using communication diaries, inviting parents to attend parents' evenings, and writing learning and development summaries. Parents have access to their children's progress file and have the opportunity to provide written comments. As a result, parents and carers are involved in their children's learning, so parents can extend children's learning experiences at home.

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who attend

The learning environment is warm and friendly with a home-from-home feel. The childminder provides purposeful and developmentally appropriate toys and resources that promote all the areas of learning within the Early Years Foundation Stage. For example, technological toys that promote children's understanding of the world, and puppets and books that promote children's imagination and literacy. Since the last inspection the childminder has purchased dolls, small world play figures and books to promote children's understanding of other cultures and diversity. The childminder labels all resource and toy boxes with pictures and text. She also has a book containing pictures of toys and resources. As a result, children can see print in the play environment and are learning that print conveys meaning. However, resource containers and toy baskets are stored with toys placed in front and on top of them. This prevents younger children being able to fully

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who attend

access what is available. As a result, there are fewer opportunities for younger children to be fully independent in their choices as they cannot fully see or access all resources. Children enjoy interacting with the childminder as they play with a sound responsive toy together. She skilfully teaches children as she demonstrates how to use the toy during play. For example, she claps her hands and says '1,2,3' the toy moves, children then repeat her actions to make the toy move again. As a result, children are developing an understanding of the technological world around them and learn how to operate technological equipment. The childminder effectively extends children's language as they post animals in open spaces, during play with the garage. She introduces new vocabulary to support their actions, such as through, inside and on top. As a result, children are learning positional language.

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who attend

Children have frequent opportunities to visit playgroup sessions, parks and outdoor play spaces within the local community. Children walk to local schools and nurseries with the childminder on a daily basis. The childminder supports children's physical development well and, as a result, children are independent and able to use equipment safely. Overall, children gain the key skills they need for their future development.

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

Children settle well in the care of the childminder and parents are effectively supported to leave their children. This is due to the highly effective settling-in procedures. Parents complete an all-about-me booklet requesting information about their children's likes, dislikes and care routines. This ensures that children's needs are met. Parents receive a prospectus containing information about the childminder's service, policies and procedures, learning programme, admissions and settling-in process. Children visit the childminder's home with their parents for several visits and then visit the childminder without their parents. As a result, children feel emotionally confident and assured to be left by their parents. The childminder is warm, friendly and loving towards the children. Consequently, children have developed strong emotional attachments to the childminder, they are confident, self-assured and behaviour is good. The childminder teaches children

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

to be safe as they discuss why they wear high visibility waist coats when visiting local parks, walking to school and on outings.

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

The childminder works in partnership with local schools and nurseries. She shares summaries of children's learning with prospective teachers. She also uses transition diaries, and shares all communications with parents and carers. Children also accompany the childminder on school and nursery drop off and pick-ups. The childminder talks to children about going to school and nursery, placing great importance on developing children's independence. For example, she teaches children to tidy away toys, dress and undress, and feed themselves. As a result, children are emotionally prepared and settle well. The childminder ensures children consistently wash their hands before mealtimes and after toileting. As a result, children are aware of their own personal hygiene needs and are developing good personal hygiene habits. Healthy drinks and snacks are provided for children. For example, children eat strawberries at snack time, and use good manners

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

as they say please and thank you. Children are independent at snack and mealtimes, as they feed themselves and pour their own drinks.

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provision

Children are safe in the care of the childminder. She has a good understanding of the Early Years Foundation Stage and implements this well to promote children's safety. She has a range of effective policies and procedures in place to keep children safe, such as an emergency evacuation policy and safeguarding policy, covering the use of mobile phones and cameras and what to do if she has concerns about a child. The childminder has a good understanding of safeguarding and, as a result, children are kept safe. She keeps doors locked during childminding hours to ensure children's safety, has risk assessed all areas of the home used for childminding, and completed risk assessments for regular trips and outings. These are regularly updated and monitored daily. The childminder is first-aid trained and has attended training on meeting the welfare requirements of the Early Years Foundation Stage.

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provision

Since the last inspection the childminder has attended several training courses, such as an Early Years Foundation Stage assessment workshop, and completed a diploma unit in home-based care. She has also worked in partnership with the local authority early years advisers to produce an action plan, receive further training and access mentoring. This has had a positive impact on the quality of support for children's learning and development. The childminder understands the importance of self-evaluation as she seeks regular feedback from parents and carers, and is committed to make ongoing improvements.

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provision

The childminder provides detailed information for parents and carers about the care, learning and development of children, and how the setting operates. This includes a prospectus containing policies and procedures. Parents and carers receive useful updates about what their children have been doing during the day. Parents are happy with the childminder and comment that communication is good, and that their children are happy and safe. The childminder is aware of the importance of working in partnership with other agencies to ensure appropriate interventions for children who may need additional support.

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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 EY407605 Local authority Bradford Inspection number 875334 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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