Childminder in Bradford

Inspection date

Previous inspection date 07/10/2014 23/05/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children have close bonds and secure emotional attachments with the childminder. As a result, they are confident and clearly at ease. They are confident communicators because the childminder engages in purposeful dialogue with them as they play.  The childminder works closely with parents and other providers to ensure a consistent approach to children's care and learning, ensuring children make steady progress through joint partnership working.  The childminder is able to identify possible signs of abuse or neglect and knows to whom concerns of this nature should be reported to. Consequently, she appropriately safeguards children.

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It is not yet good because

 The childminder does not fully use information gained from observation and assessment to effectively shape learning experiences for each child and she does not have a secure knowledge of how assessments are used to promote integrated working with other professionals.  Some records, required for the efficient and safe management of the childminder service, are not maintained accurately enough or readily accessible and available.  The childminder does not make effective use of information gained from self- evaluation, in order to inform clear improvement plans that support children's achievements over time.

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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 dining room and kitchen.

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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, children's records and verification of suitability checks.

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Inspection activities

 The inspector took account of the information provided in local authority quality and improvement documentation.

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Information about the setting

The childminder was registered in 1991 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in the Eldwick area of Bradford. The childminder uses the whole of the ground floor and the lower part of the rear enclosed garden for childminding. The childminder visits local shops and parks on a regular basis. There are currently 10 children on roll; five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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must:

 use the information gained from regular observations and assessments of the children more precisely, when planning activities and experiences across the areas of learning, in order to ensure planned and purposeful play that fully considers children's stage of development

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must:

 develop knowledge and understanding of how information gained from the progress check carried out on children between the ages of two and three years is used to promote integrated working with health visitors, in order to improve the effectiveness of assessment arrangements

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must:

 ensure that the daily record of the names of the children being cared for on the premises includes their exact hours of attendance

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must:

 ensure that records are easily accessible and available, in order to confirm that required information is obtained for all children.

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

 analyse the information gained from self-evaluation more effectively, for example, by using this to clearly identify and target plans for the future, in order to drive improvement to support children's achievements over time.

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who attend

The childminder has suitable expectations of herself and the children and a satisfactory knowledge of the areas of learning. Consequently, she provides an adequate range of resources and activities. These adequately promote children's learning and enable them to develop the skills, attitudes and dispositions they need to be ready for the next stage of learning as they move on to nursery and then school. For example, children show appropriate levels of interest as they initiate their own play as a result of resources being organised at child-height, creating an adequately welcoming environment. Children develop their own ideas as they play imaginatively and are confident to ask for help with particular tasks, such as fixing the pram. The childminder undertakes observations of the children. However, her assessment of children's learning is not rigorous enough and means that learning experiences are not always fully matched to children's individual next

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who attend

stage of development. This prevents the childminder from ensuring that children make the best progress possible and are provided with good levels of challenge. The childminder carries out a progress check for children aged between two and three years as part of the assessment arrangements. However, this is not fully effective in supporting children's learning and development. This is because the childminder is unfamiliar with how this links in to the health visitor's health and development review, in order to support integrated working. As part of this, the childminder does not encourage parents to share the progress check with such professionals.

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who attend

The childminder suitably updates parents about their children's learning, for example, through daily verbal exchanges and sharing photographs. Parents are encouraged to share achievements observed at home and work alongside the childminder to support children's next steps for learning, such as toilet training. This ensures a consistent approach for children, which helps them feel secure. The childminder demonstrates suitable levels of enthusiasm, engagement and motivation of the children. For example, as children play imaginatively with dolls, the childminder sits alongside them and suggests they dress the dolls or set up a tea party. Children develop early mathematical skills as the childminder encourages them to count how many plates or cups there are. Children show their own awareness of early mathematical concepts as they precisely lay a blanket on the floor, folding this carefully to wrap two dolls up in it. Children clearly enjoy the social interaction

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who attend

The childminder suitably supports children's communication and language as she talks to them about what they are doing. This results in children using language confidently, in a range of ways. While implementing care routines with babies, the childminder describes what is happening and interprets the sounds babies are beginning to make. As babies begin to focus and reach out to grasp objects, the childminder supports their early learning by showing what different toys do and the sounds they make. The childminder adequately supports children's early skills in reading and writing. For example, she provides different materials to make marks and encourages children to look at books; as they do so, children interpret the pictures and make up their own stories.

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

Children and very new babies form secure emotional attachments with the childminder, who is warm and loving towards them. Appropriate settling-in arrangements help the childminder develop positive relationships with parents in order to gather and exchange appropriate information. This helps the childminder to find out about, and meet children's individual needs, such as their care routines at home, what they can do independently and their likes and dislikes. This means that children's sense of security is fostered through a shared approach being established as they move between home and the childminding setting. This continues through ongoing communication with other providers as children move between settings. Children are familiar with the consistent care routines as they readily wash their hands before eating and sit at the dining table. The childminder recognises signs of tiredness or hunger in babies and promptly promotes their physical

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

well-being in a nurturing way. Babies are beginning to seek eye contact and this is encouraged by the childminder being in close contact with them while giving them their bottle of milk, for instance.

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

Children are satisfactorily supported in managing self-care skills, such as toileting. They behave appropriately, only requiring the occasional reminder about behavioural expectations, such as not wandering away from the table when eating. The childminder fosters children's self-esteem and confidence by acknowledging their achievements and providing praise and encouragement. She appropriately supports children's awareness of risk and keeping themselves safe. For instance, she reminds them to sit on the stool properly, in order to prevent an accident. Furthermore, the childminder encourages children to develop a sense of responsibility as she encourages them to tidy some of the toys away, to create a safer space to play.

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

Children appropriately learn about healthy lifestyles and the importance of exercise. For example, they are provided with healthy snacks and meals, which incorporate a daily homemade lunch and a variety of fruit and vegetables. This encourages them to make early positive choices about what they eat. They also learn about healthy practices that contribute to good health, such as washing hands before eating. The childminder provides suitable outdoor play opportunities, such as visits to the park, walks within the local community and access to indoor play centres. Consequently, not only do children benefit from fresh air, they develop confidence in their large physical skills. Furthermore, they have the opportunity to mix with larger groups of children, which helps prepare them socially and emotionally for moving on to nursery and then school.

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provision

The childminder adequately understands her responsibilities in meeting the safeguarding and welfare requirements and implements these appropriately to promote children's safety and well-being. For example, the childminder is clear about child protection procedures, including where to seek advice. Risk assessments are satisfactory in identifying and minimising hazards. Safety procedures are suitably reinforced, for example, through appropriate supervision of the children and by the childminder maintaining a current first- aid certificate. However, although the childminder keeps a record of children's attendance, this is not always accurately maintained, in order to fully support the efficient and safe management of the childminding practice, such as fire safety procedures. This breach in legal requirements also applies to the Childcare Register. Although available for most children, at the time of the inspection the childminder was unable to locate registration

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provision

forms for some early years children. However, the childminder does keep the contact details for parents or carers on her mobile phone, in the event of an emergency or any required contact. The childminder understands, and implements most requirements relating to the learning and development requirements. However, she does not fully implement an effective system of observation and assessment to ensure children make good progress through precisely targeted planning to meet their individual needs and integrated working with health professionals.

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provision

The childminder has some systems in place for reviewing her practice. For example, she links with her local authority advisory team and jointly assesses her practice in line with their quality improvement frameworks. However, the childminder does not use information gathered from this well enough to inform a clear improvement plan and vision for the service, in order to prioritise areas for development. This includes identifying further training to enhance her knowledge of early years practice.

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provision

Parents are adequately informed about the provision, through the childminder sharing her policies and procedures, for example, and ensuring a daily two-way flow of verbal communication. Within this, the childminder satisfactorily encourages parents to share their views or any concerns they may have about the childminding service. Consequently, parents are consulted on their children's care and education and work alongside the childminder to meet children's individual needs. The childminder establishes positive partnerships with providers where children attend other settings. For example, she complements school topics and shares information about children's learning. Consequently, there is a shared and consistent approach to children's care and education.

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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:

 keep a record of the names of the children looked after on the premises and their hours of attendance and retain this for a period of two years (compulsory part of the Childcare Register)  keep a record of the names of the children looked after on the premises and their hours of attendance and retain this 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 302464 Local authority Bradford Inspection number 876675 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

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

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