Childminder in Bradford

Inspection date

Previous inspection date 11/08/2014 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

 The quality of teaching is good as the childminder talks consistently to children at their level, asking questions to ensure they develop their critical thinking skills and through the good quality time she spends with individual children.  The childminder has a secure understanding of the safeguarding and welfare requirements and this is supported by the implementation of effective policies and procedures, which successfully promotes children's safety and well-being.  The childminder has developed very good working relationships with parents and other settings that children attend. This ensures children settle well and information about their progress and care is shared.  The childminder uses observation and assessment to effectively identify where children are in their learning. She has a secure understanding of how to support children's learning and development, and uses information gathered to plan successfully for the

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This provision is good

next steps in children's learning, helping them to make good all-round progress.

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It is not yet outstanding because

 Children have fewer opportunities to see numbers in the learning environment in order to teach them to recognise and use numerals in their play.

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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 completed a joint observation with the childminder.

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Inspection activities

 The inspector toured the areas of the home used for childminding, including the lounge, dining kitchen, upstairs bathroom and rear garden.

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Inspection activities

 The inspector looked at a range of documentation including evidence of the childminder's qualifications, suitability of adult household members, and a selection of policies and children's learning records.

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Inspection activities

 The inspector observed children playing and talked to the childminder and children throughout the inspection.

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Inspection activities

 The inspector took account of the views of parents spoken to at the inspection and written comments obtained by the childminder.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged two years in Keighley, West Yorkshire. The whole ground floor of the house is used for childminding, along with the front bedroom and toilet facilities on the first floor. There is an enclosed rear garden for outdoor play. The family has a guinea pig and fish as pets. The childminder attends 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 three 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 8am to 5.30pm, Monday and Tuesday, except Bank Holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years,

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Information about the setting

and she holds a relevant early years degree.

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

 extend children's opportunities to see numbers in the learning environment, in order to teach them to recognise and use numerals in their play.

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who attend

The childminder promotes children's learning in a very positive way, ensuring they receive good quality teaching. She talks to children constantly, with good relevant questions and information which encourages children to think and ponder. For example, she explains to the children about the postcards they have received. This sparks an in-depth discussion about France, discussing where it is and how to get there. Further conversations take place about each child's holiday experiences. This boosts children's self-esteem, through the praise given by the childminder, as well as developing their early communication and language skills. The childminder completes in-depth learning records for each child in her care. She identifies children's starting points with parents when they first begin to attend. The childminder carries out many observations, which show children's progress in all areas, and uses this information to identify their next steps of learning. This ensures that

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who attend

children's development is measured against their age and stage, with targeted support where further development is identified. The records are supported well with photographs of the large selection of activities that children participate in. The childminder has a good understanding of the importance of completing the progress check for children between the ages of two and three years. She has spoken to parents and other carers, explaining her responsibility in completing this in readiness for the children in her care as they reach this age. Children are able to access a very good range of age-appropriate toys and resources, both indoors and in the garden. These are clearly labelled with both words and pictures to help children learn that print carries meaning. Children have free access to a range of creative activities. All children sit to the table and mould the dough with their hands. Older children

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who attend

show the patterns they have made and talk about how they have squashed the dough to make it smaller with the plastic knife. This promotes children's understanding of size and their handling of tools. Children show each other the long snakes they have made with the dough and compare whose is the longest. Children together start to count the number of tools they have on the table as they play with the dough. The childminder encourages children to go outside, where they notice new toys and get very excited. They eagerly pick up the new magnifying glasses and look for insects. Children shout to the childminder, saying they have seen a millipede and that it has lots of legs, and then start to count them. However, the childminder does not yet maximise children's developing mathematical skills, for example, by developing the use of number labelling, both indoors and outside, to teach them to recognise numerals. While outside, children also look for

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who attend

butterflies and ask to come inside to draw one, explaining that it is too windy outside. This helps to develop children's understanding of the world around us. Children move freely in and out and younger children guide wheeled toys around the garden. Babies enjoy pulling themselves up on the walker as they take early steps. They also press the buttons on the walker, listening to the noises it makes and turning the different controls. Children know their daily routine well and sing about getting ready for song and story time. They listen intently to the story about the fish that wants to make a wish. Older children recite the story with the childminder and younger ones try to remember and join in. This develops their understanding and listening skills. Younger children love to sing the songs that they choose. They delve into the magic bag and pull out a prop, and tell the childminder they have found a spider as they begin to sing a song about a spider. Children all join in with

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who attend

the actions, singing with enthusiasm and thoroughly enjoy the activity before snack. This promotes children's listening and literacy skills.

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who attend

The childminder works successfully with teachers at the local school and nurseries that children attend. Regular visits to toddler groups provide young children with the opportunity to mix with others and develop good interpersonal skills. They develop their listening skills and gain confidence in speaking out as they take part in group activities. These opportunities help them to develop key skills for their future learning.

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

Children are clearly very happy and settled as the childminder provides a warm, welcoming and friendly environment. This supports children's emotional well-being and results in children who are confident, motivated and active learners. This is evident as they talk to visitors and say their names. The childminder uses praise and encouragement to support the children's good behaviour, and children respond positively to this. For example, they smile as they are told how well they have done as they play outside. This boosts their confidence and self-esteem. The childminder gives clear explanations to all children about their feelings when they are upset, and gives lots of cuddles and reassurance. Children's health and hygiene are promoted well by the childminder. They have regular opportunities for fresh air and exercise, and the childminder implements effective daily routines. For example, children are able to freely access the well-resourced garden and

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

have regular walks to and from school and to parks. The childminder talks to young children about the importance of brushing their teeth. Children follow good hand washing procedures and sing the song about why they need to wash our hands, as a gentle reminder. The childminder provides colour-coded individual towels and flannels to support children's learning about a healthy lifestyle, and also helping to prevent cross-infection. The childminder provides healthy and nutritious meals which take into account children's dietary requirements. Children learn about self-care skills as they are encouraged to help to wipe their hands and freely access their own drinks. Children independence is promoted well in readiness for school. For example, at lunchtime, children choose their fillings and make their own sandwiches. Children have good opportunities to learn about keeping safe while in the childminder's care as they talk about road safety and use knives safely when

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

cutting their cheese at snack time. The childminder has clear evacuation plans displayed and talks to children about how to evacuate the home in case of an emergency, practising fire drills to further ensure their safety.

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

Children's well-being is enhanced through positive partnerships with parents. The childminder gathers information from parents at the start of a child's placement. For example, she discusses children's dietary requirements and their daily routines, and invites parents and children to attend for settling-in sessions. This helps the childminder to gain a good understanding of their individual needs and helps children to feel secure in her care. The childminder supports children's move to other settings very well. For example, young children become familiar with other settings as they have discussions about nursery and accompany older children to school each day. In addition, they attend regular playgroups and play centres where they are able to further develop their confidence and socialise with their peers.

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provision

The childminder has attended safeguarding training to develop her knowledge of how to keep children safe. She has a thorough understanding of child protection issues. There are clear lines of accountability and the childminder demonstrates a full understanding of her responsibilities for ensuring children are protected. The childminder and her husband have undertaken Disclosure and Barring Service checks to demonstrate that they are suitable to be in contact with children. Detailed records of children's information are kept and the childminder implements a good range of written policies and procedures so that all children in her care remain safe. Written risk assessments are in place to ensure children are kept safe within the home, in the garden and on any outings that they participate in. All of the risk assessments are reviewed and updated where necessary. The premises and equipment are checked each day for hazards and they are well maintained and safe. All

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provision

resources are suitable for children to use. The premises are kept secure at all times and security measures are adhered to. The identification of visitors is checked and they are asked to sign a record of their arrival and departure. This further ensures children are protected and are cared for in a safe environment.

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provision

The childminder successfully monitors children's progress very well through her observation and assessment procedures. Therefore, she accurately identifies children's next steps in learning and plans purposeful and challenging experiences that support them to make progress. She completes weekly planning for all children, taking account of their interests, and involves them in daily chats to discuss what they would like to do. Planning covers all areas of learning and is adapted according to the children's age and ability, to ensure they learn in a fun environment. The childminder's self-evaluation procedures are stringent and highlight her ability to effectively evaluate her own performance and make improvements. The childminder has attended training run by the local authority, which has had a positive impact on her knowledge of how children learn. For example, she has attended courses on the importance of children's play, safeguarding and equal

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provision

opportunities. As a result, children benefit from a well-organised learning environment, where they develop new skills and competencies through play.

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provision

Partnerships with parents are very good as the childminder encourages them to be included in their children's learning in a very positive way. She encourages them to complete her comment sheets, where parents record how happy they are with the progress in children's learning and how well they are being cared for. The childminder offers parents the opportunity to complete activities for them to do with their children, to further encourage learning at home. Children also get opportunities to take 'Rusty' the bear home, or on holiday, where they fill a diary of their activities with him, accompanied by photographs. Parents spoken to at the inspection were extremely positive and commented how well children are learning in a fun environment. The childminder ensures that parents also receive regular information about children's progress by sharing their learning journals and encouraging parents to contribute to them. The childminder has

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provision

developed strong links with the local schools and nurseries, and exchanges verbal and written information with teaching staff about children's learning as part of the preparation for children's next moves.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY473103 Local authority Bradford Inspection number 953467 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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