Childminder in Bradford

Inspection date

Previous inspection date 22/09/2014 22/02/2012

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 Children are not sufficiently safeguarded because first-aid requirements are not met, the childminder has failed to recognise and minimise the danger from particular hazards or lapses in the security of the premises, and she does not fully protect children from people who are not vetted.  The childminder does not have a full understanding of the requirements for carrying out a progress check for children between the ages of two and three years, in order to promote effective partnership working with other professionals.  Certain records are not easily accessible and available for inspection, in order to demonstrate the efficient and safe management of the childminding practice.  The organisation and variety of resources does not always consistently foster children and babies' play and exploration.

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It has the following strengths

 Children develop positive relationships with the childminder, as a result of effective settling-in arrangements.  The childminder's teaching and effective communication means that children make steady progress in their 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 observed activities and care routines in the lounge and kitchen diner.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a selection of policies, documentation, planning and verification of suitability checks.

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Inspection activities

 The inspector took account of the information provided in written pre-inspection feedback from parents.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged seven and two years in a house in the Keighley area of Bradford. The childminder uses the whole of the ground floor, the first floor bathroom and a bedroom and the rear garden for childminding. The childminder attends groups and visits local shops, the library and parks on a regular basis. There are currently five children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder takes and collects children from school and nursery. The childminder is open all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. She holds an appropriate early years qualification at level 3.

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must:

 ensure that any person who is likely to have regular contact with children is suitable to do so and where their suitability has not been checked, ensure that any such person does not have unsupervised contact with children being cared for

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must:

 take reasonable steps to prevent unauthorised persons from entering the premises

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must:

 ensure there are clear and well-understood policies and procedures for assessing any risks to children's safety, review risk assessments regularly and take action to minimise hazards to promote children's welfare

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must:

 obtain a current paediatric first-aid certificate that is relevant for workers caring for children and young babies, in order to fully ensure that children are safeguarded

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must:

 develop knowledge and understanding of the process for completing the progress check on children between the ages of two and three years, in order to improve the assessment arrangements and support children's learning further through more integrated working with other professionals

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must:

 ensure that documentation is easily accessible and available at all times, in order to confirm that records are maintained of accidents and any medicine that has been administered, along with the written permission that has been obtained from the child's parent.

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

 review and enhance the richness of the learning environment, for example, by providing more able children with a greater range of readily accessible resources in line with their interests and by extending the range and variety of sensory media and materials for babies.

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who attend

The childminder has a secure understanding of the seven areas of learning and how children learn, such as through repeatable patterns of behaviour. Consequently, she provides a good variety of play experiences across the seven areas of learning. As part of this, children go on a variety of outings. These ignite their natural curiosity and sense of wonder as they learn about the wider world and different aspects of nature. The childminder creates a welcoming and child-centred environment, which engages children's interest and helps them to acquire and develop the skills that prepare them for their next stage of learning. For example, all age groups initiate their own play. Babies actively explore their environment, clearly enjoying the independence of their new found mobility. They observe light and sound toys with interest and copy adults as they demonstrate how to bang the empty dough pots together to create a noise. Children explore the texture of

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who attend

the dough, learning new skills as they practise their hand and eye coordination while attempting to roll the piece of dough to make it flat. However, the childminder does not always effectively facilitate babies' interests in natural objects and media and materials that can be moved, used and combined in different ways, in order to fully foster their investigation and exploration skills. Furthermore, she does not always ensure that a variety of resources of more interest to some children, such as role play toys, are readily accessible, to sustain their interest at all times and ensure they consistently make better progress in their learning.

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who attend

The childminder effectively finds out what children know and can do on entry. This is done through close partnership working with parents and the effective use of settling-in summaries. This information is then used as part of the childminder's ongoing assessment, which highlights children's next steps for learning. Children are meeting development expectations and some children are exceeding these in many different aspects, such as their speech and language and physical development. The childminder is aware of completing a progress check for children between the ages of two to three years. However, she is unaware of the timeliness of this and how this can be used to promote integrated working with other professionals, such as health visitors, in order to ensure that assessment arrangements are fully robust. Parents are continually informed about their children's progress and next steps for learning. For example, records of learning are

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who attend

readily accessible to parents and parents are asked to share information about any new experiences, events or achievements. A more formal yearly progress meeting takes place where parents are asked to take home their child's record of learning and complete an evaluation document. The childminder shares children's daily experiences with parents, for example, by texting them photographs of children taking part in activities. As a result of this good communication with parents, there is a shared and consistent approach to helping children make the best progress they can. This extends to strong links being established with others where there is shared care. For example, the childminder complements nursery or school topics within her own planning and works in partnership to share and support aspects of children's care and their individual learning.

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who attend

The childminder shows good levels of interest in what children say and do, which fosters children's own enjoyment. She shows babies how things work, such as simple technology toys, to ignite their curiosity and help them develop new skills, such as learning to press buttons. Children show good hand and eye coordination while making simple models with bricks. As they connect these together, they develop early mathematical skills. The childminder encourages babies to try new experiences, such as exploring the texture of the dough, which they do so with intrigue. She also supports their developing physical skills by staying close by as they attempt to pull themselves up on furniture. Children clearly enjoy using arts and craft resources, developing creativity and early skills in reading and writing. For example, they show good hand and eye coordination as they twist the paint bottle lids on and off and very precisely make marks with paint by using

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who attend

dabbing and circular motions. Their creative and critical thinking processes are clearly observed as they carefully look for empty spaces on the paper to fill, creating wonderful patterns. The childminder encourages them to ascribe meanings to their early marks, by asking them to talk about their picture.

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who attend

As children play with the dough, the childminder encourages them to solve problems. For example, she encourages them to apply more pressure to the dough cutter, in order to successfully cut out an animal shape. She sensitively intervenes, without taking over, which minimises children's frustration and helps them to persevere, helping them achieve what they set out to do. The childminder effectively supports children's communication and language. For example, she continually talks to babies during care routines and as they play, helping them link words to objects. She encourages them to repeat sounds and sings to them, which results in babies moving their body in response. Babies are clearly enjoying finding their voice and other children are confident communicators who use good language to express themselves.

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

As a result of the childminder's lack of understanding of some aspects of safeguarding, she does not adequately promote children's welfare. This is with regard to insufficient risk assessments, the security of the premises and the supervision of children around individuals who are not cleared as suitable. There are other aspects of the childminder's practice that do, however, help to promote children's sense of well-being. For example, there are effective settling-in arrangements which entail close consultation with parents, who are asked to share information about their children through detailed documents. For example, the childminder finds out about children's favourite things, what they can do for themselves, home routines and comforters and any existing development concerns. This information ensures children are emotionally well supported during the move from home into the childminder's care and helps them to develop a secure attachment to the

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

childminder. This is reflected in how at ease children are, their confidence in expressing their needs and in how they enjoy cuddles with the childminder, who is warm and loving. The childminder implements consistent routines, which babies anticipate eagerly. Such routines help children to feel secure. As a consequence of strong partnership working with other providers, children's ongoing sense of security if fostered as they move between settings.

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

The childminder displays posters and sets toys out in the lounge, as well as organising further toys on an accessible shelf in the kitchen, creating a welcoming environment. The childminder places a strong emphasis on developing children's independence and self-care skills. For example, children who have only recently turned two years of age, toilet themselves with only limited support needed to help wash their hands afterwards. They remove the lid off of their yoghurt pot and readily manage their own hydration. Babies readily open their mouth as the childminder feeds them and make attempts to hold the spoon. Children are sociable as they play alongside others and any minor incidents of age- appropriate unwanted behaviour, such as snatching, are dealt with in a sensitive and positive manner. Consequently, children develop an early awareness of boundaries and appropriate expectations for behaviour in a way which fosters their self-esteem and

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

confidence. The childminder recognises signs of hunger and tiredness in babies and readily responds to meet their individual needs. Consequently, their physical well-being is ensured.

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

The childminder does not fully promote children's all-round good health because she has failed to maintain a current first-aid training certificate. Furthermore, the childminder cannot demonstrate that she implements accident and medicine procedures correctly to promote children's welfare. This is because such records are not accessible or available for inspection. The childminder provides healthy snacks and light meals. This appropriately contributes to other aspects of helping children to be healthy by encouraging them to make good choices about what they eat from an early age. Children also learn about where different foods come from as they help to pick apples from the tree in the garden and make an apple pie. Children benefit from fresh air and exercise through daily outdoor play. This includes playing in the childminder's garden, visiting local parks and through planned outings. By using different types of apparatus, children develop confidence in

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

their large physical skills and learn about early risk taking.

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provision

The childminder has an insecure knowledge and understanding of some aspects of the safeguarding and welfare, and the learning and development requirements of the Early Years Foundation Stage. Consequently, she fails to meet a number of legal requirements, which has a negative impact on children's safety and well-being, in particular. These failures mean that there are also breaches of legal requirements of the compulsory and voluntary parts of the Childcare Register.

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provision

Children are not sufficiently protected at all times. This is because when the childminder's mother, whose suitability has not been checked, volunteers to take children to the toilet alongside her own grandchild and the childminder allows this. Risk assessments are not robust enough to support the childminder to keep children safe. Some sharp implements are kept in an accessible low-level kitchen drawer, there are large gaps between the first floor bannister and the garden is not fully secure, due to a gap under the garden gate. In addition, due to the removal of a fence, children have access to an unsuitable area of the garden used for storage and the disposal of discarded items and materials. Although the childminder explains she never leaves children unattended in the garden, this is not sufficient in promoting children's safety at all times. The childminder does not fully ensure the security of the premises, in order to minimise opportunities for any person to gain

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provision

unauthorised access. This is because the lower ground floor basement door, leading to the garden, is not always kept locked. Children are, however, restricted from accessing the steps to this area by a safety gate. The childminder has not ensured that she maintains a current first-aid training certificate. Although this has not been organised in a timely manner, the childminder has commenced a course and she is able to discuss how she would deal with a variety of emergency scenarios. This minimises the impact on children's welfare. Some aspects of the childminder's practice do contribute to safeguarding children. For example, she can identify a suitable range of possible signs of abuse or neglect and has a suitable understanding of whom to contact to pass on concerns. Furthermore, she locks hazardous substances away and demonstrates safe practices, such as, securing babies in a booster seat at the kitchen table as they eat.

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provision

The childminder does not sufficiently monitor or review her practice. Consequently, she has failed to fully understand, and continue to meet all statutory requirements, in order to identify and address key weaknesses in her childminding practice. She has, however, identified some areas for development that will improve children's achievements over time. For example, a key future project is to renovate the lower basement area into a large play room, to enable children to have free access to the outdoors. Furthermore, the childminder has robust systems for monitoring the educational programmes or assessments. This enables her to provide a broad and balanced curriculum and ensure that all children are supported in their steady progress towards the early learning goals. The childminder evidences her commitment to her professional development, extending her knowledge of early years practice by gaining a childcare qualification. She does,

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provision

however, acknowledge that she is still developing initiatives arising from her extended knowledge, in order for this to have a positive impact on children.

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provision

Parents are well-informed about the childminding service, for example, through notices and a welcome pack, when their children enrol and through ongoing communication. Consequently, there is a consistent approach to children's care and education. For example, policies and procedures are shared and there is a wide array of displayed information. Daily diaries inform parents about the youngest children's care and learning. When children reach the age of two years, parents are provided with a daily record form. Parent's views are welcomed and used to help review and improve the childminding service. For example, yearly evaluation forms are provided. Written pre-inspection feedback from parents is extremely complimentary about the childminding service. The childminder builds positive relationships with providers where children attend other settings. This means that she can gain a full picture of all of a child's achievements, in

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provision

order to complement their learning fully and balance children's experiences with those they receive elsewhere.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that any person having unsupervised contact with children is suitable to be in regular contact with children and an enhanced Disclosure and Barring Service check has been obtained through Ofsted in respect of that person (compulsory part of the Childcare Register)  ensure that no one can enter the premises without the knowledge of a person who is caring for children on the premises (compulsory part of the Childcare Register)  take all necessary measures to minimise any risks to the health or safety of the children in their care (compulsory part of the Childcare Register)  ensure that an appropriate first-aid qualification is held (compulsory part of the Childcare Register)  keep a record of accidents which occur on the premises where childcare is provided and retain them for a period of two years (compulsory part of the Childcare Register)  keep a record of any medicine administered to any child who is cared for on the

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To meet the requirements of the Childcare Register the provider must:

premises, including the date and circumstances and who administered it, including medicine which the child is permitted to self-administer, together with a record of a parent/guardian/carer's consent and retain them for a period of two years (compulsory part of the Childcare Register)  ensure that any person having unsupervised contact with children is suitable to be in regular contact with children and an enhanced Disclosure and Barring Service check has been obtained through Ofsted in respect of that person (voluntary part of the Childcare Register)  ensure that no one can enter the premises without the knowledge of a person who is caring for children on the premises (voluntary part of the Childcare Register)  take all necessary measures to minimise any risks to the health or safety of the children in their care (voluntary part of the Childcare Register)  ensure that an appropriate first-aid qualification is held (voluntary part of the

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To meet the requirements of the Childcare Register the provider must:

Childcare Register)  keep a record of accidents which occur on the premises where childcare is provided and retain them for a period of two years (voluntary part of the Childcare Register)  keep a record of any medicine administered to any child who is cared for on the premises, including the date and circumstances and who administered it, including medicine which the child is permitted to self-administer, together with a record of a parent/guardian/carer's consent and retain them for a period of two years (voluntary part of the Childcare Register).

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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 EY432738 Local authority Bradford Inspection number 990424 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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