Childminder in Bradford

Inspection date

Previous inspection date 21/07/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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

 Children make good progress in all areas of learning and development because the childminder has a secure knowledge of how children learn. She regularly completes observations, assessments and planning to ensure she knows each child's stage of development and promptly identifies any gaps in their learning.  The childminder forms close relationships with children in her care, which enables them to be settled. Consequently, they are happy and have good levels of confidence.  The childminder demonstrates a good knowledge of how to protect children from harm and underpins practice with a detailed and clear safeguarding policy. This means that children's well-being is promoted well.  Children's individual needs are well known by the childminder. As a result, children's learning and development are nurtured through strong partnerships with parents.

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It is not yet outstanding because

 Children occasionally are not provided with opportunities to count in everyday activities to maximise their mathematical development.  The organisation of some areas outside lack excitement and, therefore, do not fully stimulate children's interests and encourage their motivation to explore and discover the environment.

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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 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 and a range of documentation, including safeguarding policy and procedures, accident and medication records.

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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 checked evidence of the childminder's qualifications, insurance and the self-evaluation form.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her four children aged 11, eight, six and four years in Swainehouse, Bradford. The whole ground floor of the house and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except Bank Holidays and family holidays.

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

 enhance children's already good understanding of early mathematics, for example, by maximising opportunities for children to count throughout the daily routine

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

 enrich the outdoor area by organising the already good resources so that children can make independent choices more freely; for example, collecting resources in storage containers so they are always easily accessible to stimulate children's motivation to explore, investigate and discover the outdoor environment.

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who attend

Children make good progress because the childminder uses practical teaching methods. She has a good knowledge of the Early Years Foundation Stage. Therefore, she plans activities and provides resources that promote children's development in all seven areas of learning. The childminder collects a wide range of information from parents and uses this well to assess children's starting points and inform her initial planning. The childminder observes children as they play and evaluates the provision, ensuring that children have plenty of time to determine their own play and to participate in adult-led activities. As a result, children play an active part in their learning and also understand how to work together in a more structured environment. They are, therefore, prepared well for their future learning. The childminder's good communication with parents means that they have opportunities to share daily news about their children. The childminder has a good

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who attend

understanding of her responsibility in completing the progress check for children aged between two and three years, and this is shared with parents in order to plan strategies for future progress. Children play cooperatively with each other as they access a good range of resources, such as books, threading puzzles, small world and construction equipment. These are stored in boxes that are easily accessible and labelled for the children to make independent choices in their play and learning. Children learn to solve problems as they work out which coloured shape goes into the matching hole or how to fit jigsaw puzzle pieces into place. This means children are supported to problem solve and to 'have a go' at specific tasks. The childminder provides opportunities for children to engage in creative play, such as painting, foam and water play. Children demonstrate increasing levels of concentration as they sit at the table and explore mixing the powder paints and then

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who attend

children use them outdoors to make marks on the ground. Children then climb into a builders tray to explore the foam, using wheeled toys to make patterns and explore the texture of the foam. Children also stand at the water tray as they fill and pour with various containers, and the childminder introduces concepts of 'full' and 'empty', 'more' and 'less'. The childminder enthusiastically engages in children's play to support and extend their learning, including through her questioning. For example, as children experiment with water, the childminder helps them to solve problems as she talks through how to fill containers and engages the children in watering the plants. Children then carefully repeat the sequence, showing good hand-eye coordination. Children are confident communicators and readily express themselves as they talk about what they are doing and interact very well with their peers. The acquisition of communication and language skills is extremely

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who attend

well supported as the childminder models language effectively. She describes the noises that water makes and children happily repeat each noise. Children become absorbed in play of their choosing and, through supportive interactions, become explorers and thinkers. For example, children choose to create a teddy bears picnic and spend time using and sharing the cups and saucers, supporting their social development. Children are developing a good understanding of mathematics, however, there is scope to enhance these skills by providing more opportunities for children to count consistently throughout the daily routine and activities.

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who attend

The childminder takes children to several community groups where they join in with sessions, such as gym and music activities. As well as complementing the activities provided in her home, this gives children the opportunity to socialise with others in preparation for when they start school. Children learn about the wider world as they visit local farms, parks and museums, constantly discussing what they see and linking it to their personal experiences.

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

Children are settled and happy with the childminder because she has good procedures to gather information from parents during the registration and settling-in process. The childminder gathers information's about children's care, needs and stages of development. The childminder also takes time to talk to the children to find out their preferences. For example, they are involved in making decisions about activities and are encouraged to talk about what they would like to do. This level of independence and decision making helps children develop the skills and positive attitudes that enable them to learn effectively. Therefore, they are emotionally well prepared for the eventual move to pre-school or school. Children's behaviour is good because the childminder offers clear and consistent explanations regarding acceptable behaviour. She rewards good behaviour with praise, encouraging children to share, take turns and be considerate to each other. This also

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

helps children to learn about keeping safe as the childminder reminds them why it is important to sit at the table when eating and why not to throw sand when they are digging. The overall atmosphere is calm, and children are happy and independently access clearly labelled resources during child-initiated and adult-led play. The childminder enhances children's confidence and self-esteem by praising them and complimenting them on how clever they are when they try hard to achieve, such as when pedalling a wheeled bike. As a result, children are gaining skills to prepare them for the next step in their development. Good hygiene procedures, such as hand washing and the use of hand sanitiser, are promoted and the childminder encourages healthy lifestyles and independence. For example, the children are offered cheese and crackers then fruit for snack and they happily use child-friendly knives to chop up their cheese and banana. The

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

childminder provides fresh drinking water for the children in individual drinking cups. Older children are learning to take care of their own care needs as they access the bathroom. The childminder instinctively responds to children's sneezes by saying 'excuse me' and 'bless you', which helps promote children's social skills, and asks children if she can wipe their noses. They attend the local children's centre so they can interact with their friends and others.

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

Children have access to good opportunities to experience fresh air and exercise on a daily basis, and enjoy walks to the nearby park. However, the childminder's garden lacks organisation and, therefore, less emphasis is placed on promoting children's interest to explore, discover and investigate the environment.

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provision

The childminder demonstrates a good knowledge of her role in safeguarding children and child protection procedures, which promotes children's welfare. The childminder is confident in the action she must take to protect children if she has concerns about a child's welfare. A clear policy underpins her daily practice, which includes the safe use of mobile phones and cameras. The childminder maintains relevant documentation securely. Where required, she shares essential records, such as accident and medication records, with parents. She holds a current paediatric first-aid certificate to ensure any minor accidents can be dealt with effectively. The childminder supervises children well and they are frequently monitored while asleep to promote their welfare. The childminder completes regular risk assessments of the home, garden and outings, to ensure that children are cared for in a safe and secure environment. For example, the childminder has

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provision

recently moved house and updated all risk assessments for her new home. Additionally, she ensures that a safety gate is placed at the top and bottom of the stairs and that kitchen cupboards have child locks fitted.

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provision

The childminder demonstrates a sound knowledge of the seven areas of learning and development. She shows a commitment to further training and is currently completing a level 3 qualification to support her knowledge. The childminder changes activities to continue to keep the children interested in their learning. If there are concerns about a child's development, the childminder works with the parents to identify activities that will help enable the child to make good progress. Good relationships with other external agencies have been formed. For example, the childminder attends regular cluster meetings to share best practice and liaise with other childminders and healthcare professionals. She has made good links with other providers to support children's care and learning effectively and for children's eventual move to school

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provision

The childminder has completed a self-evaluation process and has clearly identified her strengths and weaknesses, which provide opportunities for her to review and evaluate the quality of her provision on a regular basis. The childminder involves parents in this process through daily discussion and questionnaires about children's enjoyment in the activities and the quality of care that she provides. The childminder acknowledges the importance of a good partnership with parents. Through a varied range of methods, the childminder shares information with parents about children's care and progress, such as via a daily diary, sharing children's learning journals and ongoing discussions. The childminder effectively encourages parents to share children's observations and interests at home. This allows parents to contribute to children's learning and creates an environment that promotes effective partnership working.

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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 EY451141 Local authority Bradford Inspection number 959058 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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Name of provider

Date of previous inspection not applicable

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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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