Childminder in Bradford

Inspection date

Previous inspection date 26/09/2014 16/09/2008

p.1

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

p.1

This provision is good

 The quality of teaching is good as the childminder provides varied, rich and imaginative experiences based on children's interests. As a result, children are very enthusiastic, interested and make good progress.  The childminder and her assistant have a good understanding of their roles and responsibilities to safeguard children and what action to take if they have any concerns about a child's welfare. This ensures that children are kept healthy and safe.  The childminder builds strong and effective relationships with parents and shares information with them daily to keep them fully informed about their children's progress.  Children have good relationships and secure attachments with the childminder and her assistant. This means that children feel safe and secure in their care and develop well.

p.1

It is not yet outstanding because

 On occasion, the organisation of activities does not always support children in managing their self-care without interrupting their concentration and focus in learning.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector looked at children's learning journal records and a selection of policies and children's records.

p.2

Inspection activities

 The inspector spoke with the childminder, her assistant and children at appropriate times throughout the inspection, and involved the childminder in a joint observation of an activity.  The inspector talked to parents and took their views into account.

p.2

Inspection activities

 The inspector checked evidence of the childminder's qualifications and suitability of adult household members.  The inspector had a tour of the premises and observed children playing.

p.2

Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children who are both 10-years-old in Shipley, West Yorkshire. The childminder works with an assistant. The playroom, lounge, secure rear garden and bathroom on the first floor are used for childminding purposes. The childminder attends a variety of groups and parks in the local area on a regular basis. She collects children from the local schools. There are currently a total of 12 children on roll, of whom 11 children are in the early years age group. The childminder operates all year round from 8.30am to 4.30pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for two-year-old children. She supports a number of children who speak English as an additional language.

p.3

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

 extend the already good support given to developing children's independence by providing opportunities for children to wash their hands while they are playing with messy activities, for example, by having a bowl of water close by so that children can manage their self- care without losing concentration.

p.3

who attend

Children are interested, curious and motivated. This is because the childminder and her assistant interact with them positively and provide varied and imaginative experiences both indoors and outside that fully capture their interest. As a result, children gain a good range of knowledge and skills to support their future learning. Activities are relaxed and fun. This is because, the childminder and her assistant and the children enjoy their interaction. Children's mathematical language, such as numbers, positional language and shapes, is developed well. Literacy development is supported and extended, for example, by the imaginative use of shaving foam to hide the letters and for the children to find them. Children's understanding of the sounds of letters is supported and extended by the childminder's effective teaching style of asking open-ended questions, such as 'What sound does this letter make?' and 'Whose name begins with this sound?' As a result, she

p.3

who attend

successfully helps children's recognition of letter sounds, which means they are developing skills ready for school. However, children's concentration is sometimes interrupted while they have to leave the activity to wash their hands.

p.3

who attend

Assessments are accurate and systematic. Starting points are identified and progress is effectively tracked each term and shared with parents. Any gaps in children's development or experiences are identified and next steps in learning are planned to support children's development of skills, knowledge and experience effectively. All planning is individual and tailored for each child. Parents receive daily texts, photographs and face-to-face feedback about what their child is learning and their interests. In addition, all children have an individual file containing observations and photographs. The childminder observes the children regularly and assesses their development. She provides parents with a written summary of children's learning and development twice every year. The required progress check for children aged between two and three years is carried out. This is completed by the childminder in partnership with parents at a mutually agreed time and a copy is given

p.3

who attend

to parents. Consequently, children thrive and make good progress in their learning and development, to give them a firm foundation for their future learning.

p.4

who attend

Teaching is good. The childminder and her assistant interact well with the children to progress their communication and language skills. This includes children who speak English as an additional language, who make very good progress from their starting points. This is because, the childminder and her assistant support children's communication and language skills very well. For example, they involve children in singing nursery rhymes daily, during the What's in the magic bag time. The children are eager to join in and demonstrate how practised they are at taking turns and listening to each other. This is modelled and supported by the childminder extremely well. The children link a nursery rhyme with a prop that they take from the bag. The childminder successfully encourages the children to identify the nursery rhyme that goes with the prop and they sing the nursery rhyme enthusiastically together. This shows that children are developing

p.4

who attend

concentration, listening and attention skills and building a repertoire of songs and rhymes that helps to develop their vocabulary.

p.4

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

Children are very happy and form secure attachments to the childminder and her assistant because they are calm, caring and sensitive to their individual needs. A gradual settling-in period that is responsive to the child's personal needs is offered. As a result, children are happy to approach the childminder and her assistant for cuddles and reassurance because they feel comfortable. Children look forward to coming in the mornings, where they are warmly welcomed and have their own labelled peg with their name and a picture to hang up their coats and the same label to self-register to show that they have arrived. The childminder and her assistant understand the importance of children having their own space to help them feel comfortable and secure and promote their independence. The childminder and her assistant have established strong and effective relationships with parents and parents are very happy that their children have settled well and feel secure.

p.4

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

Parents comment that their children look forward to coming and talk about the childminder and her assistant when they are at home. Consequently, children are happy and confident.

p.4

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

The childminder and her assistant help children to manage their behaviour well. They are good role models and they are polite to the children. They are clear with the children about the behaviour that they want and approach behaviour in a positive way. For example, they will talk to a child about being gentle rather than not being rough. They help children understand how they should behave towards each other without being negative and use distraction as an effective preventative technique for the younger children. In addition, they encourage children to negotiate if they want to share a toy with another child and support this by asking open questions and encouraging the children to think about the other person. As a result, children are learning to manage their feelings and behaviour.

p.4

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

The outdoor environment is used very effectively to promote children's health and well- being. The childminder and her assistant provide a wide range of opportunities that promote children's physical development and healthy lifestyles. They take children on nature walks and encourage them to paddle in the shallow stream. They provide children with sticks to measure the depth of the water as they walk so that they do not get water in their wellies or go too deep. In this way, they are teaching children to manage risks safely. They grow their own vegetables and encourage children to look after them and harvest them. They wash the carrots and talk about removing the germs. Menus are balanced and all meals are freshly prepared. Children are reminded of the importance of washing their hands before lunch and have their individual towels in the bathroom where they are encouraged to wash and dry their hands independently. This minimises the risk

p.5

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

of cross-contamination. The childminder and her assistant are aware of the children's dietary requirements and the childminder has just attended training about children's allergies so that she can support this aspect of her practice.

p.5

provision

The childminder and her assistant demonstrate a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder has a good range of policies and procedures in place and the childminder and her assistant are aware of what to do if they have a concern about a child's welfare. The premises are kept secure. This means that no unauthorised person has access to the children. The childminder and her assistant follow consistent daily routines to check that the environment is clean and safe before the children arrive and make sure that they have completed a comprehensive assessment of any risks when they visit local parks, groups or go on outings. As a result, children are kept safe from harm.

p.5

provision

The childminder and her assistant are deployed well. They communicate effectively to maximise opportunities for the individual children. The childminder ensures that she evaluates her practice and continuously improves by using various methods. She ensures that the statutory responsibilities are included but also uses her knowledge of, and observation of, the children to develop and reflect on her practice and environment. Consequently, her practice is tailored to the needs and interests of the children in her care so that they make good progress. She understands about the importance of intervention and making sure that children have the best start. She includes her assistant, parents and children's views in the development of her business. Parents and children are fully involved in the childminder's self-evaluation process through the use of questionnaires and regular discussion. She reflects on her observations and assessments of the children

p.5

provision

effectively to make sure that she is meeting their needs and interests well. Since her last inspection, the childminder has developed the outdoors extensively. This includes having decking built so that there can be free-flow access to the garden and older children and babies can play outside together. She has developed a vegetable growing area where children are involved in growing and harvesting vegetables. The childminder has made improvements that maximise children's access to the natural world and healthy lifestyles.

p.5

provision

The childminder and her assistant have very good relationships with parents. They ensure that parents have access to a variety of information, including the policy and procedures file, which forms part of their induction when children start to attend. Parents comment that the childminder is a 'good communicator'. They hold the childminder and her assistant in high regard and feel that their children make very good progress. Links are made with the local school nursery that children move on to and transition documentation is completed. The childminder speaks with the new teacher and sends in the child's records and tracking of progress information. This means that, children's transition to school is well supported as information about the child progress and achievements is shared. The childminder works closely with the local children's centre and supports and accesses some of their services, such as the sensory room. She uses her knowledge of

p.6

provision

local resources to effectively support families. The childminder understands the importance of working with other providers and professionals where necessary, in order to promote continuity of care and learning for children.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY369326 Local authority Bradford Inspection number 857940 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 12

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10