Childminder in Bradford

Inspection date

Previous inspection date 25/06/2014 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder gives good support to help children and babies develop their independence and physical skills through activities and routines.  Children and babies develop positive relationships with the childminder. This is because he consistently praises their achievements and interacts calmly with them during daily events.  The effective organisation of the environment indoors and outdoors ensures that children access good quality resources to support their learning and they can safely explore them. Children are effectively safeguarded as the childminder has a sound understanding of policies and procedures.  Children's individual needs are appropriately supported through appropriate working relationships with parents and other early years professionals.

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It is not yet good because

 The quality of teaching is variable. This results in children having a lack of opportunities at times to effectively develop aspects of their mathematical skills during activities.  There is scope to improve the monitoring process, to further assist in identifying areas for development and, therefore, further support children's learning.

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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 spoke to the children present and to the childminder about the learning intentions of several activities observed at the inspection.

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Inspection activities

 The inspector sampled a range of documents, including evidence of the suitability checks for the childminder and adults in the household, the children's records of learning, behaviour management procedure, record of children's attendance and other policies.

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Inspection activities

 The inspector observed play activities and resources within the inside and outdoor environment.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife and two children, aged 14 and 15 years, and two adult children in the Eccleshill area of Bradford West Yorkshire. The childminder works with his wife who is also a childminder. The whole of the ground floor and the rear garden are used for childminding. The family has a dog as a pet. The childminder attends a toddler group and activities at the local children's centre. He visits the shops and park on a regular basis. He collects children from the local schools and pre-schools. There are currently 15 children on roll, five of whom are in the early years age group and they attend for a variety of sessions. The childminding provision operates all year round, from 6.45am to 6pm, Monday to Friday, except bank holidays and family holidays. The provision supports children who speak English as an additional

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Information about the setting

language. The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 improve the quality of teaching by ensuring children have consistent opportunities to solve problems, improve their understanding of calculation and use of mathematical language during activities and routines.

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

 develop monitoring and evaluation processes to ensure all areas for improvement relating to children's learning are identified and acted on, and review how parents are included in evaluation to maximise support to children's learning and development.

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who attend

The childminder has a sound understanding of how to support children's learning across the seven areas. This results in children progressing comfortably within expected ranges of development, according to their starting points. Effective input from the childminder, to support children in the prime areas of learning, results in examples of good progress for children in these areas since entry to the provision. The quality of teaching is variable. The children and babies independently make choices. This is because the childminder is proactive in arranging resources accessibly indoors and outdoors. In addition, they are able to learn through freely playing and exploring. Babies' understanding of the world is supported well. For example, the childminder spends time helping them use a variety of textures, such as sand and water. They are also learning to move and, therefore, develop their physical skills in different contexts, such as holding objects and splashing in water

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who attend

with good support. The childminder consistently talks to the babies and children as they explore, supporting their communication and language skills effectively. He appropriately supports children who use other languages as well as English through planning group activities, so that children can practise their English language skills. In addition, the childminder uses some words in individual home languages. This promotes children's individuality and diversity.

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who attend

Children's mathematical skills are reasonably supported. For example, the children count bricks with the childminder through activities and planning for mathematics, such as learning about shapes, is in the records. However, the childminder does not seize the opportunities to support children's use of mathematical language enough in activities to help them consistently solve problems. There are missed moments to introduce or extend simple calculation and discussion around size, to robustly support children's mathematical development and help them make the best progress that they can in this area. The childminder does help children frequently recognise colours through the use of questioning, and children have frequent opportunities to make marks and recognise labelling within the environment to support their literacy skills appropriately.

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who attend

The childminder liaises with the parents regularly and he develops appropriate relationships with them, to support children. For example, he gathers information from them when the children first start at the setting and he shares the children's records of learning. For example, he shares what he observes about the children with the parents, and both parties discuss the children's current progress. For example, they discuss how they can support babies' physical skills and emotional security. This helps the childminder plan for their future learning. The childminder works with another childminder in implementing the progress check for children between the ages of two and three years. The childminder has a clear knowledge of how to implement the required check to support children within the prime areas of learning. The observations and assessments of children are used appropriately overall, to plan for children's next steps in learning towards the

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who attend

early learning goals. The childminder keeps written observations of children. He identifies areas to extend, to help them progress, such as their personal, social and emotional development, and language skills. This supports the children's readiness for school suitably.

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

The childminder and co-childminder operate a key person process, which ensures that they can support individual children's needs, such as their routine care needs. The childminder helps children develop good independence skills during daily activities and events. For example, the children choose activities that they would like to do inside and outdoors. Young babies receive strong support in developing their physical skills independently because the childminder presents good opportunities for them to sit, stand and explore different resources. The children develop positive relationships and close attachments with the childminder. This is because he talks to them consistently and uses praise when the children and babies achieve tasks, such as when babies explore the sand and water play. The praise that they receive supports their emotional well-being and results in them behaving well at the provision, and they do respond happily. In addition,

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

the childminder's calm and positive approach to children helps create a comfortable environment for the children to be in. The childminder works effectively with the parents to help children settle in to the childminding provision. The support that they receive to help them make positive relationships and independence gives the children strong skills to support their transitions when they move from the provision to school. In addition, the childminder talks to children about what they do at other provisions and he takes them to other settings, such as school. This helps the children learn to adapt in a variety of situations and gives good support to the children's emotional security.

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

Children develop a good understanding of healthy lifestyles through a balance of indoor and outdoor play, which includes regular exercise in the garden. For example, children explore climbing resources and become involved in growing plants and using a variety of safe tools to dig. Children are developing a good understanding of the importance of eating healthy foods. This is because the childminder gives them healthy food choices that include all important food groups. Children learn to love healthy food. This is because the childminder teaches them about healthy foods through discussion, and he lays out varied healthy food options for children, which they independently use to make up their own healthy pizzas at lunch time.

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

Children explore a well-maintained environment indoors and outdoors, which is effectively risk-assessed. This ensures that the children can safely explore the environment. They learn about risks and how to manage them as they play. For example, the childminder makes sure that they are supervised well at all times, such as when they watch the pizza's cooking and as they walk through the kitchen. The childminder teaches them why it is important to be careful in this situation. This helps them think about what they need to do to keep themselves safe as they explore. Resources are varied, in good condition and organised well overall to support children's daily routines and learning.

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provision

Following a recent visit by Ofsted, several notices to improve were issued and a number of subsequent monitoring visits were carried out. This was to ensure that the childminder meets the safeguarding and welfare requirements to support children. The childminder met the actions raised in the notices to improve, by updating his paediatric first-aid training and keeping an accurate and updated record of the names of the children cared for and their hours of attendance. He has ensured all required documentation is readily available, and informed parents of the key person responsible for their child to support children's safety and well-being. The inspection was prioritised to ensure that the childminder continues to meet the safeguarding and welfare requirements. The inspection found that the childminder has continued to meet the actions raised in the notices to improve. This means he has taken prompt and immediate action to effectively support

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provision

children's well-being and their safety. The childminder has a suitable knowledge of how to keep children protected and who to contact if concerns arise about a child. Procedures to support children, such as behaviour management, are readily available shared with parents and effectively implemented.

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provision

The childminder has a sound overview of the learning and development requirements overall. For example, this is reflected in the effective organisation of the home indoors and outdoors, to support children's development with their learning. However, there are areas of the Early Years Foundation Stage learning and development requirements that require improvement. For example, in particular, relating to children's mathematical development to ensure children receive good support in this area of learning. The childminder forms appropriate relationships with the parents. For example, he liaises with them regularly to ensure that the children's care and learning needs are suitably supported, and shares varied written information sources.

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provision

The childminder reviews his practice satisfactorily overall. For example, he reads relevant information to keep himself updated, and he shares practice and ideas for improvement with his co-childminder, to ensure the provision meets the needs of individual children appropriately. The childminder does encourage parents to share their views about his service through discussing how the provision operates. However, he has not yet devised a consistent way of evaluating, to ensure all areas of children's learning are effectively addressed. In addition, there is scope to further include parent's views to further assist in identifying areas for development, to maximise support to children's learning needs. The childminder takes account of children's views by ensuring that they explore toys that they choose and enjoy. The childminder forms sound relationships with other provisions where children also attend, such as nurseries and school. For example, information on their

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provision

learning and care is shared, to support children's overall development. The childminder has a clear knowledge of why it is important to work in partnerships with other professional agencies to support children, if and when required.

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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 EY410327 Local authority Bradford Inspection number 979370 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 15

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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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