Childminder in Bradford

Inspection date

Previous inspection date 22/07/2014 25/09/2008

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early years provision

This inspection: 2 Previous inspection: 2 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 has a good knowledge of the Early Years Foundation Stage, and understands how children learn and develop. Consequently, she plans a range of exciting activities and children are motivated, engaged and make good progress.  The childminder builds close and caring relationships with children in her care, enabling them to feel confident and secure in the welcoming environment. Parents comment positively about the good quality care the childminder provides.  Children are well supported for the eventual move to school and future learning. This is because the childminder has established good links with the local schools, including regular visits and discussions with the teachers.  The childminder ensures the safety of the premises and completes risk assessments to help keep children safe. The childminder knows how to promote children's welfare and demonstrates a good knowledge of her responsibilities to safeguard children, and she

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This provision is good

has a clear policy in place which underpins her practice.

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It is not yet outstanding because

 The childminder does not always embrace the partnerships with parents fully, so that they have greater opportunities to share more information about their children's learning and development at home.

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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 childminder's home, including the kitchen, garden and play areas.

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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 discussed children's learning and progress with the childminder, and viewed children's records, observations and assessment files.  The inspector observed the childminder caring for and playing with the children.

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Inspection activities

 The inspector checked the childminder's suitability, qualifications, and her policies and procedures, including safeguarding, accident and medication records.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged 10 and 13 years, in a house in Clayton, West Yorkshire. The whole of the ground floor and the rear garden are used for childminding. The family has fish as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently five children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am to 6pm, 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:

 maximise opportunities to gather information from parents, on their child's learning, and use this shared knowledge to plan together and to think through ideas of how to move the child forward.

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who attend

The childminder has a sound understanding of the Early Years Foundation Stage and she understands how children learn. She provides them with a range of stimulating, planned and freely chosen play experiences across the seven areas of learning. This means children are engaged and eager to learn and thoroughly enjoy their time in the setting. The childminder demonstrates that she knows the children well, and uses observations and assessments effectively to help her support children in their learning and development. As a result, she provides effective teaching strategies to promote children's good progress. For example, the children have displayed an interest in animals, so the childminder has followed the birth and development of animals at a local farm, discussing animal names, sizes and the comparisons with people. The children constantly talk about this experience and it has had a positive impact on their play. Children talk about making

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who attend

a farmyard with the small world equipment and pair the animals together, making animal noises and naming young animals, such as lambs and piglets. This encourages children to develop their understanding of the world around them through first hand experiences and to become active learners. The childminder completes individual learning files for the children and these include photographs, observations and assessments. Children share these with each other, naming activities and their friends in the photographs. The childminder has an effective system in place for completing the progress check for children aged between two and three years, and shares these with parents and other settings when they are completed. The childminder collects lots of varied evidence to inform her planning and, as a result, she includes suitable activities, experiences and challenges for the children. However, there is scope to enhance the methods used to gather information

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who attend

from parents about all aspects of their children's progress. This is in order to further encourage all parents to have a full and active role in the observation and assessment process that supports their child's learning.

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who attend

The environment is well resourced, both indoors and outside, and children move freely between the areas. Children access a range of resources, such as books, puzzles, role play, small world and construction equipment. Resources are stored in well-presented boxes that are all accessible and labelled, so that children can make independent choices in their play and learning. For example, children choose to play with a selection of wooden and plastic work tools, and spend time repairing and hammering a wall. They work together to extend their play, while learning to cooperate, share and be sociable. Children's acquisition of language is effectively supported and is woven into their everyday experiences. For example, the childminder incorporates singing and action songs into their play, such as, 'Incy Wincy Spider' when a spider crawls across where the children are playing. She introduces new words, reinforcing children's understanding of colours,

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who attend

rhyming words and discusses their feelings. For example, children make marks with water, using their hands and feet, the childminder constantly asks open-ended questions about 'how does it feel' and sings words, such as 'splish-splash'. The childminder interacts with the children at their level, providing them with lots of eye contact and offers lots of praise for their achievements. This helps children to learn the importance of listening to the childminder and their friends, and to understand that the childminder is interested in what they say and do.

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who attend

Children are developing a good understanding of mathematics as they play and engage with their friends. The childminder supports children's colour and shape recognition at appropriate times. They count consistently throughout the daily routine and activities. For example, children count the pieces of fruit at snack time or count the numbers displayed on a fence. Children practise their early writing skills as they use a broad range of resources, such as crayons, pens and water to make marks. Children engage in a range of activities to encourage them to explore and experiment, such as a water run created out of drainpipes which is secured on a fence. The children explore how water moves and how to catch small balls at the end of the drainpipe. The childminder supports them with skilful questioning discussion about what is happening. As a result, children are motivated and offer good explanations to the childminder's questions. The childminder also takes children

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who attend

to several community groups where they join in with sessions, such as toddler groups. As well as complementing the activities provided in her home, this gives children the opportunity to be part of a larger group, in preparation for when they start school. Children learn about the wider world as they visit local farms, the library, and daily walks to the park and school.

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

The childminder forms close and caring relationships with the children in her care. During the settling-in process she takes time to find out about children and their families. This supports children to settle particularly well and, consequently, the children are content and display good levels of confidence. For example, the childminder records information about children's dietary needs, allergies, routines and children's preferences to ensure that these care needs are accurately met. Daily discussions, between the childminder and parents, have helped to form strong attachments and trust on both sides. The childminder has a very calm and consistent manner when caring for the children, which is reflected in how the children talk to each other. Children are encouraged to develop their independence and cooperation, for example, by helping to prepare snack, tidying away their toys and making their own choices on where and what to play with. Children are

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

extremely familiar with routines and their behaviour is very good, as they learn to share and play cooperatively. Children develop good self-esteem and confidence because they receive praise and positive interactions, throughout the day, for their achievements. The childminder also cares for children before and after school hours, encouraging them to play and learn together and from each other. This prepares children emotionally for their transfer to nursery or school.

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

Children are helped to understand how to keep themselves safe through the childminder's calm reminders and discussion about safety as they play. She also talks to the children about road safety when they go out on local walks, and children understand the need to hold onto the pushchair when out and about.

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

Children are provided with daily opportunities for fresh air and exercise. This, together with the provision of a healthy diet, including lots of fruit and vegetables, develops children's understanding of a healthy lifestyle. The childminder takes time to talk to the children about the food they are eating and offers them a choice of snacks to choose from. Child-sized furniture is provided, so that children sit, alongside their friends, and eat in comfort and safety. The childminder also encourages and supports the children to eat independently, and drinks of water are available at all times. The childminder reminds the children to drink at regular intervals and explains to them about the hot sun making them thirsty. Children respond with appropriate answers, such as 'the sun is making me hot and sweaty'. They are learning about the need for good hygiene practices as they wash their hands before touching food and after visiting the toilet, referring to child-friendly posters

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

that explain the relevance of this. The childminder emphasises good manners as she reminds children to eat appropriately and sets good examples by using the words, such as 'please' and 'thank you' herself.

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provision

The childminder manages her service efficiently, demonstrating that she has a good understanding of her responsibilities to meet the requirements of the Early Years Foundation Stage. For example, clear policies and procedures are in place that set out the childminder's responsibilities for promoting children's safety and welfare. The childminder is secure and confident in what signs and symptoms of abuse to look for, and what action she must take to keep children safe. All required documentation is kept up to date, stored and organised securely to maintain confidentiality. The childminder checks all visitors' identification, which means there is no unauthorised entry to the premises. Risk assessments ensure children are cared for in an environment that is safe, secure and well maintained. Appropriate action is taken to minimise any risks, which means children are safe and accidents are kept to a minimum. Daily registers with hours of attendance of the

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provision

children are kept, and parents sign accident and medication forms when needed, to ensure they are kept informed of their child's well-being. The childminder has attended a paediatric first-aid course. This means that parents can be assured that their children are consistently well-cared for and any accidents or minor injuries can be dealt with effectively.

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provision

The childminder uses her good knowledge of the Early Years Foundation Stage, to provide activities that keep the children stimulated and motivated across the seven areas of learning. The childminder has a sound understanding of children's individual needs and interests, and plans a varied and exciting range of activities, to help them make good progress. Good systems for the observation and assessment of children support her to achieve this. The childminder monitors and evaluates her professional development effectively. She uses self-evaluation to reflect on her strengths and areas for improvement, in order to move her service forward. For example, she has identified areas of her provision she wants to enhance, such as developing her outdoor area, and she has implemented plans to have a downstairs toilet built to help develop children's independence. Having the toilet installed and has resulted in children becoming more

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provision

independent at toileting and hand washing. The childminder regularly meets and discusses good practice with other childminders, and runs a local toddler session with a group of other childminders, where they share ideas and activities to support children's learning and development. This demonstrates that her priorities for improvement are well targeted to benefit the children in her care. The views of parents and children are sought, and these demonstrate their high levels of satisfaction with the service they receive. Parents comment that, 'the childminder is great and she does so many great things with my child'.

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provision

The childminder is very aware of the need to work in partnership with parents and outside agencies. Through discussion, it is clear the childminder knows when to contact outside agencies to support children's development or if she has a specific concern. The childminder shows a clear understanding of the importance of sharing information with other professionals. Parents are asked to sign contracts and consent agreements, so that they are fully aware of the care and business arrangements. Excellent links have been made with the local school to prepare children for the move when the time comes, and the childminder attends events and play sessions to help the children familiarise themselves with the new environment.

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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 EY374284 Local authority Bradford Inspection number 858235 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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