Childminder in Bradford

Inspection date

Previous inspection date 09/10/2014 26/11/2008

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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

 The childminder knows children well and uses effective teaching skills, which means that children make good progress given their starting points. As a result, children are well prepared for the next stage in their learning.  The childminder's caring and sensitive manner helps children to form secure emotional attachments and develops their confidence. This builds a strong and secure base for children's increasing independence.  Good quality information is shared with parents and carers, as a result parent and carer partnership is strong, ensuring a consistent approach to supporting the care, learning and development of children.  The childminder understands the arrangements for safeguarding. She is clear about the procedures if she has a concern about a child in her care to protect children.  Effective self-evaluation and monitoring of provision ensures that the childminder provides good quality care and learning opportunities for children. Her plans are

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This provision is good

suitably focused on strengthening practice further.

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It is not yet outstanding because

 The childminder provides fewer opportunities for children to develop their independence and physical skills by taking a more active role during snack times.  The childminder does not always give clear messages about personal hygiene to ensure that younger children consistently wash their hands before snack times.

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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 viewed all areas accessed by children, including the outdoor environment.

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Inspection activities

 The inspector observed teaching and learning activities and spoke to children at appropriate times during the inspection.

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Inspection activities

 The inspector met with the childminder and looked at children's development records, evidence of suitability, qualifications, and a range of other policies and procedures.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day of inspection.  The inspector carried out a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2004. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, adult daughter and two children aged 15 and 12 in the Baildon area of Shipley. The childminder lives in a semi-detached dormer bungalow. The whole of the ground floor is used for childminding and there is a garden for outdoor play. Access to the provision is via steps to the main entrance. She works from her home on a permanent basis with a part- time assistant who helps to take and collect children from local schools and pre-schools. The childminder's home is close to local amenities, including a library, parks and shops. There are currently 17 children on roll of whom seven are in the early years age range. The childminder provides care to children between the hours of 7.30am to 5.45pm from Tuesday to Thursday and on a Monday before and after school only. The childminder does

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

 enhance opportunities for children to develop their independence and physical skills, for example, by promoting self-serving food at snack times

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

 extend children's understanding of healthy practices by giving consistent messages about personal hygiene, for example, by further promoting hand washing at snack times.

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who attend

Children thrive in the childminder's warm, inviting and stimulating home. The childminder is extremely knowledgeable about each child's individual next steps in learning and these are focused around activities that interest the children. Consequently, children become active and engaged in their own learning. Children thoroughly enjoy role play where they sell ice cream to the childminder who initiates discussion with the children about their favourite flavours. As a result, children are developing communication and language skills. Children enjoy sensory play with dry coloured rice. They fill and empty containers with rice using their hands, scoops and spoons. The childminder encourages the children to pour the rice into a colander. She shakes it as they pour in the rice and the rice falls slowly through the holes. She tells the children its like rain then says 'can you hear it'. Children listen and make links to the rain from earlier within the week. As a result, children are

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who attend

developing critical thinking skills and are able to make connections from past events to the present time. Children enjoy sharing a book with the childminder who uses the opportunity to teach the children about shapes and colour recognition. The children are encouraged to look for colours and name them. They enjoy the challenge and name pink, purple, red and blue. The childminder extends the activity and makes links to previous art and craft activities the children have done and displayed on the wall. Together they look at the colour display and name colours. The childminder talks to the children about different shades of colours. As a result, children are learning about colours and the many different shades they have.

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who attend

The childminder ensures that children are exceptionally well prepared for school when the time comes. For example, she uses books, school role play, and talks to children about going to school. This is further enhanced by the effectively planned activities, such as, reading, number recognition and phonics activities. The childminder reads with expression to the children and this ensures they are engaged and listen to the story. She uses descriptive language to describe the animals in the story, for example, the slinky lion and the ferocious bear. As a result, children are developing a love of books and descriptive language. Children love playing in the garden where they have free access to a range of resources. Babies develop their physical skills as they crawl over small bridges under the close eye of the childminder. Older children enjoy digging in sand as they play with tractors and make tyre tracks. As a result, children develop physically.

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who attend

The childminder's planning is good. She completes detailed observations that parents contribute to, which clearly identify challenging next steps for the children to work towards. The childminder completes seamless and accurate assessments of the children's progress, which are monitored closely to ensure that the children make good progress in their learning and development. She works effectively with parents to involve them in their children's learning. For example, she regularly updates them of their child's progress and provides opportunities for them to contribute to their child's learning journals and this ensures parents can share and extend their child's learning at home.

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

Children are emotionally secure due to the effective settling-in programme and the childminder's ability to promote children's self-esteem. For example, children build up their time with the childminder and she obtains meticulously detailed information from parents, to enable her to create a care and learning plan, to support children from the outset. Transitions to other settings and school are very well managed. This is because the childminder has developed excellent relationships with local schools and professionals. Children have excellent relationships with the childminder because she is very responsive to their needs. Children are encouraged to work cooperatively together; for example, they share resources during play and are learning to take turns which promotes their personal, social and emotional development exceptionally well.

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

The childminder uses every opportunity to teach the children about keeping themselves safe. For example, she talks to them about how to play safely with rice during a sensory play activity and understand that it will hurt if it goes in their eyes. Children behave exceptionally well, because the childminder has established clear boundaries with the children. The childminder provides children with meals and snacks that are both nutritious and well-balanced which is helping the children to develop an understanding of healthy lifestyles. For example, at snack time children eat melon and blueberries and children are always given either water or milk to drink. Meal times are calm and children are developing excellent manners and the childminder gives them regular praise and encouragement. However, the childminder does not consistently promote children's independence at snack times. As a result, children opportunities to develop independence

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

and take a more active role during snack times are not effectively supported. Older children independently wash their hands before snacks and meals. However, the childminder does not always give clear messages about personal hygiene to ensure that younger children consistently wash their hands before snack times. The childminder places particular emphasis on the importance of physical exercise. The children have a thoroughly enjoyable time with the childminder and happily explore an abundance of excellent quality resources and equipment.

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provision

The childminder has a sound knowledge of safeguarding children. For example, she is aware of who to contact if she has a concern, the possible signs and symptoms of abuse and what and who to report significant events, including notifying changes to Ofsted. The safeguarding policy is effective and this is shared with parents along with an abundance of useful information during induction. The childminder has risk assessments for all the areas of the home used for childminding, local visits and outings, which are regularly monitored and reviewed. She conducts and monitors regular fire drills with the children. Accident and medication records are fully implemented and the childminder checks the suitability of visitors before allowing them to enter the premises. Consequently, children are kept safe and healthy.

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provision

Children are making good progress in their learning because the childminder has sound working knowledge of the learning and development requirements. For example, she effectively monitors the educational programme to ensure it is focused on helping the children to achieve their next steps in learning. Links with schools and other professionals further supports the children's all-round development. For example, the childminder shares planning with a local nursery. This is also complemented by the childminder's collaborative work with parents, to involve them in their children's learning.

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provision

The childminder demonstrates an excellent capacity to improve. For example, detailed monitoring and evaluation processes ensure that the views of children and parents are used to identify the childminder's priorities for improvement. As a result, future improvements are focused to bring about changes that benefit children and their families the most. The childminder is eager to develop her own professional practice and has completed her first year of study for a foundation degree in childcare. Parents are complimentary about the childminder's care and state that the childminder communicates effectively and they feel informed of their child's progress and development.

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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 EY297509 Local authority Bradford Inspection number 872977 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 17

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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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