Childminder in Bradford

Inspection date

Previous inspection date 09/09/2014 29/10/2008

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder develops positive and warm relationships with children, and they are happy and secure in her care. Older children are supported to meet their self-care independently, which helps to prepare them for school.  The childminder establishes positive relationships with parents, who state that they are happy with the care their children receive.  The learning environment is safe and clean. The childminder has a clear understanding of the action to take in the event of a safeguarding concern about a child.

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It is not yet good because

 The childminder's knowledge and understanding of the learning and development requirements is not fully embedded to ensure information gathered through observation is used to assess children's progress and plan precisely for their next steps.  Adult-led activities do not always encourage children's creative thinking skills and active learning. As a result, children quickly lose focus and their learning is not extended.  The childminder does not accurately evaluate the impact of her practice on children's learning. As a result, the quality of teaching is variable and children's progress is steady rather than good.

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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 observed interactions between the childminder, the assistant and children during play and care routines.

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Inspection activities

 The inspector looked at a range of documentation including policies and procedures and children's development records.

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Inspection activities

 The inspector viewed the areas used by the childminder when minded children are present.

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Inspection activities

 The inspector held discussions at appropriate times with the childminder throughout the visit.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and viewed her record of self-evaluation.

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Inspection activities

 The inspector took account of the views of parents provided through information included in the childminder's own parent survey and written feedback.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Cottingley with her husband, who works with her as an assistant. The whole of the ground floor, the bathroom and the rear garden are used for childminding. The family has pet rabbits, fish and two cats. The childminder attends playgroups and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local school and pre-school. There are currently 14 children on roll, three of whom are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7.15am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve knowledge and understanding of the learning and development requirements to ensure observation and assessment of children's learning and development are rigorous, in order to consistently shape children's experiences and plan precisely for their individual next steps.

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

 engage children in activities that promote their critical thinking skills and active learning, maintaining their interest and offering appropriate challenge to promote further progress and extend their learning

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

 evaluate the impact of the practice on children's learning, identifying and prioritising targets for improvement, in order to develop the quality of teaching and support children to make good progress.

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who attend

Children are making steady progress in their learning and development as they gain the basic skills in preparation for their eventual move to school. The childminder completes observations of children's activities and achievements, which are supported with photographs and artwork. These are recorded in learning journals, which are shared with parents regularly. However, the childminder is unable to explain how information from these observations is used to plan for individual next steps of learning and to effectively track children's progress across the seven areas of learning. As a result, some aspects of learning are less well planned for and the activities she offers do not always provide children with sufficient challenge to help them make better progress. The childminder gathers appropriate information from the parents when children first start, both verbally and in written form. This exchange of information allows the childminder to develop

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who attend

knowledge of the children's interests and starting points. 'All about me' forms are completed and placed in individual children's learning records to share with parents. The childminder completes the progress check for children between the ages of two and three years, and she has a clear understanding of the importance of involving parents and other professionals in this process.

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who attend

The quality of teaching requires improvement. There are occasions when activities are too adult directed and the childminder does not afford children sufficient time or opportunity to think creatively and promote active learning. As a result, children lose focus quickly in some of the activities and their learning is not extended. The range of resources the childminder provides allow children to make independent choices in their play and support their learning adequately. The childminder uses outings to enhance children's social skills and the development of their understanding of the world. For example, children go on walks around the local area and to the local stables. These activities help children to learn about their community, as well as supporting their physical development.

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who attend

Younger children show their delight in observing the pet rabbit and the new kittens, promoting their awareness of the world around them. They excitedly watch the young animals and talk about how they are changing as they grow. The childminder uses praise effectively to build children's self-esteem. The childminder supports children in learning that words carry meaning. She brings familiar stories to life using a range of voices and invites the children to join in.

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

The childminder's home provides ample floor space for the children to move around. Toys and furniture are presented at children's height, which supports their independence and safe play. Children play safely and use the equipment appropriately. The childminder practises fire drills regularly, so that children learn how to evacuate the home should the need arise. The childminder is aware that while her assistant is awaiting a course to update his first-aid certificate, he should not left in sole charge of the children. She ensures children enjoy a healthy lifestyle. They have daily exercise as they play in the well-resourced garden and go on walks in the local community. In addition, children are provided with healthy snacks and nutritious home-cooked meals. Children have access to drinks of water and sugar-free juice throughout the day. They learn about the importance of hygiene as they are encouraged to use wipes before and after meals and snacks, which

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

The childminder makes activities and resources available that she knows children will enjoy, such as dinosaurs in the sand, the train track and favourite story books. This helps children to feel comfortable in the surroundings. The childminder has a behaviour management policy in place and children behave well. She is calm and considerate in her interactions with the children. The childminder gives them gentle reminders to say 'please' and 'thank you', promoting the use of good manners and consideration for others. This helps to develop and increase their confidence and self-esteem. As a result, secure attachments and relationships develop, which contribute to children's emotional well- being, preparing them for the next stage in their learning, such as school.

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

The childminder ensures that children move easily into her care because she takes an interest in their personal likes and dislikes. Consequently, children are happy and content because of the suitable settling-in arrangements, which ensures their individual care needs are met. For example, information is obtained from parents about children's routines, interests and comforting techniques. This enables the childminder to offer a consistent approach, which supports children's well-being. She provides a welcoming environment and displays genuine concern and affection for them. Warm and caring relationships between the childminder and children are evident.

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provision

The childminder has an adequate understanding of her responsibilities to meet the requirements of the Early Years Foundation Stage. She is appropriately organised and maintains documentation for the safe and efficient management of the setting. Risk assessments are in place and are reviewed on a regular basis to protect children's safety within the home and garden and while out in the local community. Policies and procedures are shared with the assistant and parents to ensure they have an understanding of the service the childminder provides. A complaints policy is in place, and the childminder responds to any complaints within required timescales. Attendance registers are completed, providing and accurate record of the times that children attend. This ensures ratios are maintained at all times. During busy periods, such as mealtimes, the childminder and her assistant are attentive and organised to ensure children are appropriately

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provision

The childminder has a sound knowledge of how to safeguard and protect children in her care. There is a safeguarding policy in place and she is alert to the signs and symptoms that may give cause for concern. Questionnaires and other written feedback from parents demonstrate that they are happy with the childminder's care of their children. The childminder maintains positive partnerships with parents and other settings that children attend. She makes contact with local early years settings to share information about individual children, such as their general progress and appropriate strategies to support their development as they prepare for their future move to school.

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provision

The childminder conducts basic performance reviews with her assistant to identify training needs and define roles and responsibilities. She has made some improvements since the last inspection, including reviewing behaviour strategies, and extending the range of resources and equipment to meet children's individual needs more effectively. However, some weaknesses have not been fully addressed, with particular reference to the observation, assessment and planning process. The childminder works in partnership with her assistant to assess the effectiveness of the service they provide. However, they are not wholly successful in accurately evaluating the impact of her practice on the children's learning. As a result, teaching methods are more traditional in their approach, resulting in more adult-led activity rather than acknowledging and supporting children's more spontaneous and self-initiated learning. Consequently, children's learning is not always

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provision

extended and their progress is steady rather than good.

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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 EY295623 Local authority Bradford Inspection number 861545 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 14

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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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