Childminder in Bradford

Inspection date

Previous inspection date 20/10/2014 10/02/2009

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder is highly skilled in her teaching methods. She engages children in a very natural way and understands their play, enabling her to use their curiosity to challenge them, so that they are constantly learning new things about the world around them. As a result, children are tremendously enthusiastic in their play and learning and make rapid progress while in her care.  The childminder has established first-class ways to observe and precisely assess children's development and identify their next steps in learning. Consequently, the childminder accurately assesses each child's stage of development and is able to promptly identify any gaps in their learning.  Children's needs are outstandingly well met through highly effective partnerships between parents, school and outside agencies. Parents appreciate greatly the many varied ways in which she involves them in children's learning and development. As a

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This provision is outstanding

result, there is a true and deep joint approach towards children's learning and welfare.  Children are extremely happy and animated as they play alongside each other and the childminder in this exciting and superbly resourced environment. All children explore and investigate outdoors with enthusiasm and excitement, helping them to develop new skills and supporting their well-being and enjoyment very effectively.  The childminder has a robust understanding of how to effectively promote children's safety and well-being. Detailed risk assessments and good practices ensure that her home is safe and secure. Her expert knowledge and understanding of safeguarding practice is underpinned with comprehensive policies and procedures. Consequently, children are effectively safeguarded.

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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 accompanied the childminder to collect children from the local school.

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Inspection activities

 The inspector had a tour of the childminder's home, including the kitchen, garden and play areas.

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Inspection activities

 The inspector observed the childminder caring for, and playing with, the children and spoke to the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector sampled children's progress records, planning and assessment documentation.

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Inspection activities

 The inspector checked the evidence of the childminder's suitability, her qualifications and her policies and procedures, including safeguarding, accident and medication records. The inspector also reviewed her self-evaluation systems and a range of other supporting documentation.

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Information about the setting

The childminder was registered in 2008. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged 11 and seven years, in a house in Idle, Bradford. The whole of the ground floor and the rear garden are used for childminding. The family has one dog and two cats as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 10 children on roll, five of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, term time only.

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

 enhance the already excellent practice and provision by, for example, building still further on the high-quality programme for personal development.

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who attend

The quality of teaching is outstanding as the childminder uses her skills and knowledge to provide children with a wealth of activities and experiences. She is extremely confident and self-assured about how to promote children's learning in all areas. The childminder has high aspirations for children in her care and clearly enjoys being instrumental in helping children achieve and make excellent progress in their learning and development. She has developed meticulous methods of observing children's development and records these in their individual folders. Assessments are completed each term and provide a precise and accurate description of children's progress to date. The childminder constantly identifies children's next steps in their learning and ensures these are met through extremely well-planned activities and experiences. Consequently, children make rapid progress in their development and are exceeding learning expectations for their stages of

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who attend

development. The childminder maintains highly-comprehensive records for all children and regularly shares these with parents. For example, she completes a monthly summary for all children, with detailed information about their progress in the Early Years Foundation Stage. She uses her expert knowledge to complete the progress check for children aged between two and three years.

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who attend

Children's communication and language development is constantly supported, as the childminder values children's conversations and responds appropriately according to their age and stage of development. For example, as children pretend to be doctors, the childminder encourages them to think about what might be the problem with their patients and how they might treat them. She waits for children to make suggestions. This leads to a detailed conversation about visits to the doctors and naming the equipment in the doctor's bag, such as thermometer and stethoscope, both the children and the childminder are engaged and interested in this. In addition, she supports their play and exploration further by providing note pads and the children pretend to write out prescriptions for their patents. The childminder communicates exceptionally well with the children, as she makes good eye contact and talks to children at their level. She constantly

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who attend

supports their early language development by kneeling down, sitting on the floor and interacting with them. As a result, the childminder effectively promotes the characteristics of effective learning with children. Children enjoy singing favourite action songs with the childminder. She encourages them to choose the next song and waits for them to inform her of their choice. Children make excellent progress in the prime areas of learning and this enables them to become independent in developing their personal and social skills. For example, they learn how to work alongside each other as they play with small-world figures and are confident to communicate their individual needs to others. This means that they are exceptionally well prepared for their next stage of learning, as they acquire the necessary skills and attitudes required for their eventual progression to school.

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who attend

The childminder provides children with a superb balance of child-initiated and adult-led activities. She makes good use of children's interests to provide further experiences and learning opportunities. For example, children have displayed an interest in a story about a witch and the childminder has enhanced this interest by transforming her outdoor area into a superb potion station, where children can mix and make spells. In addition, she provides the children with an excellent range of similar stories, dressing up outfits and props to extend their own play. Children also have opportunities to explore their early writing and reading skills through reading spells and following simple potion spells, before they create their own. Children show delight as they mix slime, toy spiders and coloured water together and conjure up their own words. The childminder praises the children's innovative ideas, which raises children's self-esteem and confidence, and encourages them

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who attend

to become active learners. The childminder extends children's learning opportunities further by creating an interest area about spiders, where children spend a length of time engaged in tactile experiences, making web patterns with gel and imaginatively playing with a selection of toy spiders. Children recite a song as they play and the childminder sensitively joins in with them, linking the experience to finding a spider in the potion station on a previous day. The childminder maximises every opportunity to introduce mathematical terms, numbers and shapes. For example, at snack time the childminder talks to the children about the shape of their toast and children use small knives to cut them into triangles, rectangles and squares. In addition, as they walk to school they count the steps and look for different shaped grates on the path and constantly talk about the environment around them. Consequently, children use numbers and shapes during their

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who attend

play in the correct context and the childminder praises the children for this high level of understanding.

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who attend

Children learn about the wider world in which they live, through regular trips and daily walks to the local shops and parks. As well as complementing the excellent activities provided in her home, this gives children the opportunity of being in a larger group. In addition, through a good selection of resources, books and activities that explore different cultural events and festivals, children are developing a very positive awareness of similarities and differences in society. Overall, children are superbly supported by the childminder, so that they make exceptional progress in all areas of learning.

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

Children are extremely happy and animated as they play alongside each other and the childminder in this exciting and superbly resourced environment. The childminder supports children's emotional welfare because she demonstrates a consistently detailed knowledge of children, their routines and their preferences. Therefore, she provides excellent support for children's emotional well-being, which consequently enhances children's learning. For example, information is exchanged in the form of a routines-at-home sheet to ensure that specific dietary needs and allergies are catered for and that any medical needs are known and appropriately addressed. This helps to ensure care is consistent, so children make the transition from their home into the setting with ease. Settling-in sessions are offered to parents to ensure that children have sufficient time to form strong attachments. As a result, children quickly feel at ease and begin to form strong relationships. The

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

childminder is highly skilled in recognising the individuality of each child and providing for their different needs and interests. Children are confident to explore their surroundings, safe in the knowledge they have the support of the nurturing childminder and they feel secure. They form close attachments and enjoy cuddling close to read books together.

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

The childminder uses very effective strategies to help children develop their independence and learn new skills. For example, children are provided with the space and time to master the skill of using a knife to butter their toast and they are encouraged to pour their own drinks. This helps develop their eye-to-hand coordination, preparing them extremely well for their next stage of development. The childminder offers lots of praise and encouragement, giving children the confidence to practise these skills under her close supervision. Healthy lifestyles are promoted even further, as children learn about how to care for living things as they interact with childminder's dog and learn about what is required to keep healthy. In addition, they grow carrots and runner beans in the garden and harvest these for their meals. The childminder discusses healthy choices with the children, as they consume apples, bananas and oranges at snack time. Snack time is a

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

very sociable occasion, which allows the children time to talk about family events and planned holidays. The childminder promotes positive attitudes and behaviour, as she reminds children to use their manners at the table. Children show a very high level of self- care and can manage aspects of personal hygiene, in relation to their age and stage of development. For example, they talk about the importance of washing their hands thoroughly before mealtimes and getting rid of any germs. As a result, children have opportunities to learn effective hygiene routines. All areas of the home are very clean and well maintained to help prevent the spread of any germs. The childminder places particular emphasis on the importance of physical exercise, such as walks to the park and shops and daily use of the garden area. The children have a thoroughly enjoyable time with the childminder and happily explore an abundance of excellent-quality resources and

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

Children behave extremely well. They are very thoughtful and caring to each other, as they play and share toys really well. Behaviour is managed consistently and children receive excellent praise and encouragement as they play. This promotes children's self- esteem extremely well. Children learn to keep themselves and each other safe as they play. For example, they are sensitively reminded not to run inside as they may trip and fall. Children are extremely well supported for the move to school and for their future learning. This is because children learn exceptionally positive skills and attitudes to exploring and learning, building friendships and their self-care.

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provision

Leadership and management are superbly promoted by the childminder. She has a robust knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. Children's safety is of the utmost priority. She is fully aware of the action to take if an allegation is made against herself or a member of her family and she prevents the inappropriate use of mobile phones and cameras. She also obtains written consent from parents to use photographs and shares these through a confidential website, which only parents can access. This provides parents with the opportunity to witness first-hand, what their child has been doing throughout the day, in a safe and controlled manner. The childminder is aware of how to identify and protect children from abuse and is confident of the procedures to follow if she has a concern about the welfare of a child in her care. In addition, the childminder completes detailed risk assessments and

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provision

daily visual checks to ensure that any potential risk are minimised. She checks the identification of all visitors to her home and records this information so that she has an accurate record. Consequently, procedures and practices are in place to effectively safeguard children.

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provision

The childminder has excellent systems in place to ensure that she is constantly evaluating and monitoring her practice and provision. Her detailed self-evaluation form clearly identifies areas of her personal development that could be improved, to raise the quality of the already excellent teaching methods. For example, she has undertaken training to promote outdoor play and to improve her personal knowledge about children with specific needs. She has identified that further training in delivering provision for children with special education needs and/or disabilities and gaining a further childcare qualification will improve the already excellent quality of provision still further. The childminder has improved the precision with which she uses children's starting points, in order to address the recommendation made at her last inspection. This shows she has an excellent attitude to continuing with her professional studies and improving her practice. As a result, the

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provision

quality of teaching is consistently excellent and provides children with a wealth of experiences to facilitate their learning and development.

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provision

Partnerships with parents are outstanding. The childminder shares a wealth of information with them so they are able to support their children's learning in conjunction with her. Parents are kept well informed of their children's progress, as the childminder sends home children's learning-journey records through an online system. This allows for a constant two-way flow of communication between the childminder and parents. Parents are encouraged to share family photographs and special occasions with the childminder, so that she is kept well informed of changes in the children's family life. The childminder is part of a local childminding network and personally mentors two other childminders to improve the quality of their provisions. She understands the importance of working with other settings and professionals to fully support children in their learning and development. As a result, children make exceptional progress and are extremely well

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provision

prepared for the next steps in their learning.

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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 EY381003 Local authority Bradford Inspection number 849785 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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