Childminder in Bradford

Inspection date

Previous inspection date 14/08/2014 04/07/2012

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Teaching is good. Children enjoy a wide variety of interesting, challenging activities that take account of the starting points in their learning, interests and individual learning needs. As a result, children progress well.  The childminder forms close and caring relationships with children in his care, which enables them to be settled. Consequently, they are happy and have good levels of confidence.  The childminder is very committed to working in partnership with parents. As a result, parents feel valued and they are fully involved in their children's learning.  The childminder has a good understanding of the safeguarding and welfare requirements. He successfully implements policies and procedures to help keep children safe and to promote their well-being.

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It is not yet outstanding because

 The childminder does not always make good use of everyday routines to help children to develop their counting skills.  The childminder does not always support children to think critically by asking open- ended questions and giving them time to process their own ideas.

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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 childminder at appropriate times during the inspection.

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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 checked registers and children's hours of attendance to ensure child to adult ratios are maintained, parent contracts and permission forms, accident and incident forms.

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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.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, qualifications and his policies and procedures, including safeguarding, behaviour management and complaints records.

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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. He lives with his partner and two children aged 13 and four years in a house in Bradford. His partner is also a registered childminder. The whole of the ground floor, one bedroom on the first 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 and collects children from the local schools and nurseries. There are currently 18 children on roll, nine of whom are in the early years age group. The childminder operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. Children attend for a variety of sessions.

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

 build on children's number skills, for example, by making good use of daily routines to provide opportunities for counting

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

 enhance children's critical thinking in their play, for example, by asking open-ended questions that stimulate their thinking and by giving children sufficient time to solve problems by themselves.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage and the seven areas of learning to fully support all children's development. The childminder knows the children in his care well. Individual learning files are in place for all children and these include photographs, observations and assessments. These are linked to all seven areas of learning and are used to identify next steps in each child's development. Parents are involved in their child's learning. Parents complete an 'All about me' sheet detailing their child's routines, likes and interests. In addition to this, the childminder gathers information from parents about their child's development and capabilities. This enables him to clearly identify and plot their starting points. As a result, children make good progress. Children enjoy their time with the childminder and they participate in a varied range of interesting activities. All activities successfully reflect children's individual interests. The childminder

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who attend

speaks constantly to the children about what they are doing, talking expressively as a matter of routine. However, he does not always ask open-ended questions to develop children's critical thinking or allow them sufficient time to process the answers before providing a solution. For example, children are engrossed in building a den from cardboard boxes and the childminder ask questions about making a roof and suggests a blanket before the children have had time to develop their own ideas. The childminder works at the children's level, giving lots of eye contact and praise. As a result, children are excited and build with confidence to create a den to sit and play in.

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who attend

The play areas are well organised and offer a range of resources, such as books, puzzles, musical instruments, small world toys and construction equipment. Resources are stored in containers that are easily accessible, so that children begin to make independent choices in their play and learning. Books are displayed at low-level and there is a good selection of fiction and non-fiction books, including those that provide information about a diverse society. Children sit on the floor with the childminder and complete complex jigsaw puzzles with their friends, they display good levels of coordination and the childminder supports children to fix the pieces together, so they do not become unduly frustrated. Children climb onto the childminder's knee and he willingly supports them to complete more jigsaw puzzles. The childminder becomes involved in children's play, which enables him to encourage them to join in and extend their learning. For example, when a child is

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who attend

building a race track with construction equipment, the childminder asks which pieces and cars he will need and how will they join together. Children have opportunities to develop their early literacy skills as they choose to draw and use pencil crayons to create pictures. The childminder supports their work by introducing colour and shape recognition, as well as the physical skills of holding a pencil. Children lead their own play and decide to make paper aeroplanes to decorate. The childminder supports the children folding the paper and experimenting with how well they fly around the room. Children suggest aeroplanes races outside and the childminder responds to their wishes. Children take them outside and they continue to race their aeroplanes. As a result, children are engaged and are becoming active learners. However, there is scope to enhance children's number skills by providing more opportunities for children to count consistently throughout the daily routine and

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who attend

activities. For example, the childminder does not maximise the learning by encouraging children to count and name the colours used in making the aeroplanes or count during snack and mealtimes.

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who attend

Children have access to an enclosed garden where they can engage in a variety of activities to support their physical development, such as a climbing frame, a playhouse, sand and water and mark making with chunky chalks. Children enjoy a good variety of outings to local farms, parks, playgroups and trips in the childminder's bus. This gives them the opportunity to experience different activities on a larger scale and to meet and play with other children to develop their social skills. This also prepares them for the next stage in their learning, for example, when they start school or nursery.

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

The childminder forms strong bonds with the children in his care. He takes time to find out about children and their families prior to them starting with him. This supports children to settle particularly well and consequently, they are content and display good levels of confidence. For example, information is exchanged with parents about dietary needs, allergies, routines and children's preferences to ensure that these care needs are accurately met. Daily exchanges of information between the childminder and parents have helped to form strong attachments and trust on both sides. The childminder offers a pick- up service, collecting children from school and home. Children excitedly talk about the mini-bus and parents comment about how this supports their children and makes separation an easy process.

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

Children are encouraged to develop their independence and cooperation, for example, by helping to prepare snack and tidying away their toys. They are extremely familiar with routines and their behaviour is good, as they learn to share and play cooperatively. The childminder works with children to make tasks fun, offering lots of praise to the children and they respond in a positive manner to his requests. The childminder also cares for children before and after school hours and he encourages them to play and learn together and from each other. This prepares children emotionally for their transfer to nursery or school as the childminder ensures that they are confident when playing with older and larger groups of children.

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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 in the enclosed garden and on trips. Child-sized furniture is provided, so that children can eat and play in comfort and safety. The childminder also encourages and supports children to eat independently and drinks are available at all times. Meals are a social occasion and the childminder sits with the children and talks to them about healthy foods and exercise. As a result, children's understanding of a healthy lifestyle is promoted well. Children 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 that explain the relevance of this. The childminder emphasises good manners as he reminds children to eat appropriately and sets good examples by using the words 'please' and 'thank you'. The childminder carries out regular risk assessments, helping to ensure the environment is

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

safe and to minimise hazards. Children are helped to understand about how to keep themselves safe through the childminder's reminders and discussion about safety as they play. He also talks to children about road safety when they go out on local walks and wearing seatbelts in the bus. The identity of all visitors is checked to ensure no unauthorised person enters the setting. All accidents and medication given to children in the childminder's care is recorded, dated and signed by parents to keep them 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

Children are effectively protected from harm as the childminder demonstrates a good understanding of his responsibilities with regard to safeguarding children. He has clear written procedures and information in place to support this area and he has completed training to support his knowledge of child protection. Children remain safe and secure in the childminder's care, as he conducts thorough risk assessments of his home, garden and outings. A register of the children's attendance, including when they arrive and leave, is in place and this ensures ratios and requirements are maintained at all times. He shares a range of clear policies and procedures with parents that he implements into his daily practice. Regular fire drills are carried out and child-friendly posters describe evacuation routes, so children know what to do in the event of a fire. These meet the safeguarding and welfare requirements to support the safe and efficient management of the setting.

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provision

The childminder monitors children's progress and has a secure awareness of their abilities, interests and skills. He is aware that children develop at their own rate and provides a range of daily activities across the seven areas of learning. The childminder uses observations of children to plan adult-led activities or to include new resources to support their independent learning. The childminder has undertaken the self-evaluation process. He has clearly identified his strengths and weaknesses, which provide opportunities for him to review and evaluate his provision on a regular basis. He has also fully addressed recommendations raised at the last inspection. For example, he has established links with local schools to fully support children's shared care. As a result, the childminder is always reflecting upon his setting and the care he offers to the children. The childminder shows a commitment to further personal development by attending relevant training events that

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provision

Partnerships with parents are established, ensuring children's development is effectively enhanced, while supporting their needs and smooth transitions from home and to school. The childminder has a clear understanding of his responsibility to work in partnership with parents and other professionals to enhance learning opportunities and to seek early intervention if required. Parents share information about their child when dropping off and collecting their child. They speak very highly of the childminder with comments, such as 'our child is so happy here and cannot wait to get through the door' and 'our child constantly talks about the fun and exciting things they do with the childminder, we are really happy with the care and service'. The childminder has a clear understanding of his responsibility to work in partnership with other settings, such as school, to enhance children's learning opportunities and to support children with the move, when the time

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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 EY439739 Local authority Bradford Inspection number 985518 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 18

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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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