Childminder in Bradford

Inspection date

Previous inspection date 03/09/2014 04/12/2008

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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

 Teaching is good. The childminder knows children well and enables all children to make good progress given their starting points. As a result, children are well prepared for the next stage in learning.  Children's needs are identified and met through effective partnerships between parents and external agencies.  The childminder promotes a safe and secure environment as she effectively minimises risks. She has a good understanding of safeguarding procedures, which means children are kept safe in her care.  Children are developing good communication skills. This is because they are exceptionally well supported by the childminder who sensitively models language.

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It is not yet outstanding because

 The indoor and outdoor environments lack print and, as a result, children's literacy skills are less well supported.

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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 viewed all areas accessed by children, including the outdoor environment.

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Inspection activities

 The inspector observed teaching and learning activities, and spoke to children at appropriate times during the inspection.

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Inspection activities

 The inspector met with the childminder and looked at children's development records, evidence of suitability and qualifications, and a range of other policies and procedures.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day of inspection.  The inspector carried out a joint observation with the childminder.

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Information about the setting

The childminder was registered in 1985 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in Bingley, West Yorkshire. The main room used by children on the ground floor is the dining room, and the lounge is used for sleeping young children and for children aged eight years or over. Toileting facilities are situated on the first floor. There is an enclosed garden available for outdoor play. The family has a cat. The childminder walks to local schools to take and collect children, and attends toddler groups with younger children. There are local parks, a library, a fire station, shops and a canal within walking distance, and the premises are close to transport links. There are currently 10 children on roll, of whom five are in the early years group and attend for a variety of sessions. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family

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Information about the setting

holidays. The childminder is quality assured through the Bradford Childminding Network and is a member of the Professional Association of Childcare and Early Years.

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

 build on opportunities for children to develop their literacy skills, for example, by providing an environment rich in print, both inside and outdoors.

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who attend

Children enjoy their time with the childminder and are actively engaged in their learning. The childminder uses effective teaching methods to encourage children's interests. Young children enjoy playing outdoors play with sand. They hide bears and use spoons to dig them out. The childminder effectively uses mathematical language to support their play, such as big, small and tiny, as the children find the bears. She counts the bears as the younger children place them in the sand. As a result, young children are developing early concepts of counting and number names. Children enjoy exploring the sensation of melting ice cubes during outdoor play. They explore the ice cubes with frozen berries inside them. They squeeze the ice cubes and pick at the emerging berries. The childminder explains to children that the ice is melting and changing back to water. As a result, children are observing changes in the environment and developing early knowledge

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who attend

and understanding of the properties of water. Children have frequent opportunities to visit stay-and-play sessions within the local community, which gives them skills they need for future learning. The childminder has a sound knowledge of promoting equality of opportunity and ensures all children are included.

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who attend

The childminder has a thorough understanding of the learning and development requirements of the Early Years Foundation Stage to support children's progress. She frequently observes what children can do and assesses their stage of development to plan appropriate activities. She records very good-quality information that is reflective of where children are at. She plans purposeful and developmentally appropriate activities that provide good levels of challenge. For example, children show a current interest in bears and the childminder reflects this in her planning. She effectively extends the children's knowledge and understanding of bears through planned play experiences within the home and outdoor play, including freezing, toy polar bears in ice cubes. Children use puppets from a popular fairy tale to engage in imaginative role play, based on their first-hand experiences of familiar stories. The childminder's approach to planning ensures that

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who attend

children are active participants in their learning and make good progress. The childminder maintains some of her information electronically, and this gives parents and carers frequent opportunities to look at and comment on their own child's records. The childminder actively encourages parents and carers to be involved in their child's learning at home. This is through a useful newsletter, daily diary updates on what children are doing and alerts when the electronic information is updated.

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who attend

The learning environment the childminder provides is bright and stimulating. There are an appropriate range of resources available for young children and babies to access in accessible storage, including jigsaw puzzles, books, construction blocks, musical instruments and electronic resources. Resource boxes are labelled with pictures and text. This ensures that children can be independent in their preferences for play. The childminder interacts well with the children and is skilful in supporting the development of younger children's communication and language. She repeats younger children's communications when they speak to her; this gives them an opportunity to hear their words clearly. Younger children often repeat the childminder's communication and she is skilful in allowing them the time they need to respond. Younger children's communications are also supported during child-initiated play opportunities provided by the childminder.

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who attend

For example, young children enjoy pretending to speak on the telephone using plant pots during outdoor play. The childminder effectively follows their lead and mimics their play. Children can access print through a range of appropriate books; however, both the indoor and outdoor environments lack displays of written words for children to refer to during their play. As a result, children's emerging literacy skills are less well supported.

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

The childminder is effective in teaching children about their own safety. For example, she talks to children about why they can not eat blackberries they have picked until they have been washed. She also teaches children about road safety when they are on outings. The childminder talks to children about healthy foods at mealtimes, which means they learn about a healthy lifestyle. Children eat strawberries, blackberries and blueberries at snack time. The childminder talks to the children about the difference between the berries. The childminder provides children with additional opportunities to develop knowledge and understanding of where healthy foods come from as they grow potatoes, carrots, peas, tomatoes, strawberries and beans. The childminder and the children care for the growing vegetables and harvest them together when they are ready to eat. As a result, children are learning about the natural world. From an early age, the childminder teaches children

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

about good hygiene as she encourages them to wash their hands before snack and mealtimes, and after nappy changing. Children have access to adequate hand-washing facilities and each have their own named hand towels. Consequently children are being given clear messages about personal hygiene and developing good habits from an early age.

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

Children settle well due to the effective support given. The childminder gathers useful information from parents and carers so that she can meet children's needs. The childminder is positive and friendly with the children and gives them lots of attention. She promotes a home-from-home environment for children in her care. As a result, children are emotionally secure and feel valued. The childminder gives children regular praise during play, to boost their self-esteem. She talks to children about the expectations, so that they understand how to behave in the environment. She has clear and consistent methods for managing unwanted behaviour. Children have opportunities to rest and sleep, and any changes in routine, behaviour and health are discussed with parents. The childminder provides children with a variety of opportunities to begin to feel comfortable about their move to school. She takes children on the school run and to events at the

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

school, and she ensures children are independent.

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

The childminder provides regular opportunities to enjoy the outdoor environment. As well as regular outings to local stay-and-play sessions, the childminder gives children daily opportunities to play in the garden. Children have access to a wide range of activities and resources, for example, a sand tray, ride-on toys and a vegetable patch. The children independently play football and ride on scooters. As a result, children are confidently developing their physical skills.

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provision

Since the last inspection, the childminder has attended many courses, such as understanding two-year-old children, cultural awareness and working with babies. She has also been mentored by the local authority childminder network coordinators. This has had a positive impact on the quality of support for children's learning and development, which has improved. Other training, such as risk assessment for childcare settings, means that she is secure in her knowledge of how to promote children's safety. The childminder seeks useful feedback from parents through the use of a questionnaire and their daily comments. The childminder is using detailed and thorough monitoring of children's progress and the areas of learning, to ensure that children make good progress towards the early learning goals.

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provision

The childminder has a good understanding of the welfare requirements of the Early Years Foundation Stage, and implements them well to promote children's safety. She has effective procedures in place should she have any concerns regarding a child in her care. She is able to give appropriate examples of possible indicators or signs of abuse or neglect, and displays safeguarding information in the home. The premises are secure and well maintained, and the childminder regularly reviews her risk assessments for both the premises and outings to promote children's safety. The childminder provides useful and detailed information for parents and carers about the care, learning and development and how the setting is run. This includes a range of clear and informative policies and procedures, and information about her services. Parents are able to access all of their child's progress and development information electronically, and

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provision

they have the opportunity to comment on such progress. This ensures that parents are fully informed of their child's experience and they are able to extend activities to the home. Parents report that communication is good and they feel informed about their child's progress and overall development. They also comment that the home from home approach the childminder promotes effectively meets their child's needs. The childminder is aware of the importance of engaging in partnerships with other agencies to ensure appropriate interventions for children who may need additional support. She is proactive in sharing information with other providers to ensure continuity for children between the two settings. This includes agreeing a consistent approach to supporting a child's next stage of development.

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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 302380 Local authority Bradford Inspection number 871697 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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