Childminder in Bradford

Inspection date

Previous inspection date 30/09/2014 13/10/2009

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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

 Children are happy and well-settled. The childminder knows the children well and supports their developing skills through good teaching. This results in children making good progress because their learning and development is supported well.  The childminder has a well resourced and extensive outdoor play area, enabling children to develop a range of skills during their outside play.  The childminder has a detailed understanding of safeguarding and child protection, ensuring children are secure and kept safe from harm.  The childminder has a positive relationship with parents and shares information with them on a regular basis. As a result, parents are kept well informed about their child's care, learning and development.  The childminder has a positive attitude towards reflecting on and developing her practice. This helps her to make improvements that enhance children's experiences and provide them with the skills they need for their future learning.

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It is not yet outstanding because

 Some opportunities to support the language skills of the youngest children through songs and rhymes are occasionally overlooked.

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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 children involved in a range of play activities, both inside and outdoors.

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Inspection activities

 The inspector looked at a range of relevant documents and viewed the areas of the premises used for childminding.

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Inspection activities

 The inspector held discussions with the childminder relating to her practice, how the assistant is supported and the plans for future improvements.

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Inspection activities

 The inspector checked evidence of suitability of all adults living and working on the premises and discussed the childminder's arrangements for self-evaluation.

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Information about the setting

The childminder has been registered since 1993 and is registered on the Early Years Register and both parts of the Childcare Register She lives with her husband and adult daughter. They live in a large house adjacent to a farm which is in the village of Oxenhope, near Keighley. She uses the ground floor for childminding which includes the lounge, dining room, large conservatory, kitchen and toilet. Children access a bedroom on the first floor for sleeping. There is a fully enclosed garden available for outside play. The family pets are guinea pigs. She holds a National Nursery Examining Board childcare qualification and is a member of the Professional Association of Childcare and Early Years. The childminder works with an assistant. There are currently eleven children on roll in the early years age range, most of whom attend on a part-time basis. She has links with other early years provisions where children attend.

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

 use songs and rhymes more effectively to help the youngest children to practise, repeat and refine the new words they have learnt.

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who attend

The childminder has a good knowledge of how children learn and provides a range of learning and development opportunities across all areas of learning. As a result, children make good progress and are developing the key skills they need in preparation for their eventual move on to school. The childminder's practice is based on a detailed knowledge of each individual child's stage of development. This results in the effective planning of interesting and stimulating learning activities within a well-resourced environment. There is a wide range of suitable resources, including a role-play kitchen, books and jigsaws puzzles, which develop children's learning. For example, children enjoy playing with the toy kitchen using bowls, pans and toy food, to help them decide what they are going to pretend to make for tea. They act out the familiar situations they have seen at home, and use this to develop their language and communication skills as they constantly chat with

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who attend

the childminder and other children. The childminder is skilful in how she teaches children. For example, she consistently supports young children's conversations by repeating words they say and introducing new ones. Careful questioning helps pre-school aged children to think about new ideas and the childminder gives them the time they need to respond without feeling rushed. For example, when children pretend to make the tea, she asks them to describe what they doing and why. As a result, older children are expressive and show they clearly understand positional language, such as the 'lid goes on the top' or 'we put the food in the oven'. However, some aspects of young children's language skills could be further enriched through better use of songs and rhymes to help them repeat and practice the new words they have learnt. The childminder always praises children's achievements and attempts at an activity, resulting in improved confidence and self-

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who attend

esteem. Story times are used well to develop children's knowledge, vocabulary and social skills. For example, during a story about a girl in an African Village, children listen carefully, learn new words about exotic fruit and understand about how to take turns in conversation. This results in good behaviour and everyone enjoying the story because children know how to interact positively with each other. Children also enjoy using glue and coloured shapes to make pictures, resulting in children developing skills in expressive arts as well as learning about colours. They enjoy playing with bubbles produced by a bubble machine, and this helps them to develop an understanding of simple science as they watch the liquid change to a bubble, then float and burst.

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who attend

Outdoor play is a strength. Children can freely use the well-planned and spacious outside area, which provides a rich range of resources to stimulate children's learning. For example, they learn lots of new skills as they play in the sand trays or use sit and ride cars, building blocks and look at and count the numbers displayed on the fence. As a result, children develop skills in balance and co-ordination as well as their ability to explore, try new things and think critically. There are plenty of flowers and trees to explore, which help children to learn about the natural environment, and walks in the local area further supports this.

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who attend

The childminder records accurate observations of each child, in order to plan for their future learning and development. Learning journals, containing photographs and observations of what children do, are completed and children's development is tracked to make sure they are making good progress. This results in an accurate record of each child's learning and development, which is regularly shared with their parents. Clear notes detail links to the early learning goals, resulting in parents having a clear understanding of how well their child is progressing and how they can support this learning at home.

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

The home is welcoming and the childminder greets every child and their parent on their arrival each day. Children's behaviour indicates they feel safe and have developed a strong and positive relationship with the childminder. This results in children talking confidently to the childminder and willingly turning to her for help and support. Children settle well and are free to access all resources and are encouraged to play, explore and to be independent. This means children's confidence and self-esteem is increased as they choose, make decisions and learn new things. The move from home and into the childminder's care is carefully considered, which supports their emotional development well. For example, parents are invited to settling-in sessions and the childminder uses this time to gather information about each child's family and background. As a result, she has all the information she needs to makes sure children are well cared for and she

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

understands any dietary or medical requirements they may have. This promotes stability in children's care and supports their continual well-being. The childminder creates a relaxed learning environment where children are encouraged to become independent and active learners in preparation for moving on to school. She has good strategies in place for managing children's behaviour, including praising children for their efforts and achievements. This helps children learn how to behaviour in acceptable ways. Outside play is particularly used well to promote children's development across all areas and children benefit from their rural location. For example, the childminder's home is close to a farm and, therefore, children can see, discuss and learn about different animals and, subsequently, become curious about the natural world. Children learn about healthy lifestyles because the childminder encourages them to eat a balanced diet and to be

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

physically active outside. Meals are healthy, freshly prepared each day, and include fruit and vegetables with water and milk to drink. Children are encouraged to understand the need to take care of themselves when playing. For example, they learn to understand the possible risks involved in using sit and ride cars or when walking down outside steps, and how to manage these safely. A comprehensive range of policies and procedures are in place in order to safeguard children. These are backed up with secure safety measures, including risk assessments, and regularly updated training in child protection and paediatric first aid.

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

The childminder has a strong relationship with parents and the other professionals involved in children's care. This results in clear lines of communication and enables children's individual needs and requirements to be well supported. For example, she demonstrates a good understanding of how to identify any special support a child may need and has links with the local authority and children's centre, so that she can access extra support when necessary. Firm relationships have also been developed with local schools and pre-schools that minded children move on to. This helps to ease children's moves and makes sure important information about children's care, learning and development is shared.

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provision

The childminder has a comprehensive range of policies and procedures in place, which are updated regularly and reinforce her practice. She fully understands child protection issues and understands how to report concerns about children in her care. As a result, children's overall safety and well-being is supported to a good level. The home is secure with appropriate safety measures, to ensure children cannot access areas unsupervised and that all possible risks to children are minimised. The childminder has a full knowledge and understanding of the Early Years Foundation Stage, and this is demonstrated in her practice, observations and monitoring of individual children's progress. As a result, children's needs are identified and met with appropriate support provided to a good level. The childminder provides a wide range of activities that meet the needs of all children who attend. She has a good knowledge of how children learn and this is reflected in detailed

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provision

assessments, resulting in improved opportunities for children's learning and development.

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provision

The childminder regularly reviews her training and development, resulting in good support for children. For example, she regularly updates her first-aid training, and has attended courses in Makaton sign language and how to support children with special educational needs. She uses this increased knowledge to refine and develop her practice, and to make sure that her assistant has all the relevant knowledge and skills to work effectively with the children. This results in improved teaching and learning opportunities, so that children benefit from continuity in their care, learning and development. The childminder is reflective and self-evaluation is used well to consider how she can make changes that will benefit the children in her care. She has successfully addressed the issues raised at the last inspection and has plans to extend her childminding practice by registering another assistant. The childminder receives support from the local authority and the local

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provision

Children's Centre. She is also a member of the Professional Association for Childcare and Early Years. These professional relationships help her to successfully increase her knowledge of best practice and to share important details about children when necessary.

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provision

Communication with parents is a strength. The childminder completes a learning journal for every child, and parents are encouraged to share information and add comments. Children benefit from this continuity in communication, which results in a shared approach to children's learning and helps guide parents in how to support their child's learning at home. Feedback from parents is consistently positive and parents comment on the high standards of care and support for children's learning and development. For example, one parent commented on the rapid improvement seen in the child's learning in the first week and stated, 'the childminder is very understanding and supportive'.

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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 302314 Local authority Bradford Inspection number 871695 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 11

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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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