Childminder in Bradford

Inspection date

Previous inspection date 21/10/2014 10/07/2012

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children form secure emotional attachments with the childminder who is very warm and loving. This is because of the close consultation with parents and strong channels of communication, which promotes a shared and consistent approach.  Babies' developing language and communication and inquisitiveness is promoted very well. This is because of the childminder's enthusiastic and lively approach, and her recognition that the children's learning journey is unique to them and that they are competent learners from birth.  Children are effectively safeguarded as a result of robust safety practices and the childminder's good knowledge of child protection issues.  The childminder is constantly seeking ways to develop her practice, in order to improve children's achievements over time. This includes her commitment to continually extending her own knowledge of early years practice.

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It is not yet outstanding because

 The childminder is not always fully successful in involving parents with sharing more detailed information about what they know about their child's learning and development on entry, in order to provide a more secure starting point from which to benchmark their good progress.  The range of materials which engages babies' early interest in print is not yet well developed.

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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 lounge and kitchen diner.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection and carried out a joint observation with the childminder.

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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 the childminder's self- evaluation document, local authority improvement plans and written pre-inspection feedback from parents.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three-year-old child in a house in the Shipley area of Bradford. The childminder uses the whole of the ground floor of the premises, first floor bathroom and an enclosed garden for childminding. The childminder has two cats. There are currently five children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder is open all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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

 strengthen the arrangements for involving parents in children's learning, for example, by encouraging them to share more detailed information about their child's development, in order to enhance the initial assessments of what children know and can do on entry

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

 enhance babies' early interest in print and richness of the environment, for example, by providing a wider variety of printed materials to share and enjoy, including images that babies can relate to.

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who attend

The childminder demonstrates a secure understanding of the seven areas of learning and how children learn. Consequently, she provides a good variety of interesting indoor and outdoor activities that promote learning through enjoyable and fun first-hand experiences. These motivate children, ignite their curiosity, help them to consolidate their learning and help them develop the skills that prepare them for their next stages in learning. For example, babies actively explore their environment with intrigue and delight in investigating a wide range of natural media and materials. Furthermore, children go to toddler groups, take part in nature walks and feed the ducks, enact favourite stories in the woods and visit the farm and farm shop. The childminder uses children's interests in baby wipes, transport, bags and filling and pouring, for instance, as a starting point to skilfully inform her planning and support their learning. For example, she provides different-sized

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who attend

containers, tins and boxes and creates innovative homemade resources. For example, she fills an empty baby wipe packet with netting. Babies delight in pulling this out until the packet is empty, after which they discover this makes crinkly noises when it is manipulated. The childminder then places the large piece of material back inside, in order for babies to revisit the activity and continue with their active learning.

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who attend

The childminder effectively finds out what children know and can do after they have settled, using mainly her own observations. However, opportunities to obtain more specific information from parents are not fully optimised, in order to contribute fully to the process. Following on from this, the childminder effectively undertakes regular observations and assessments of children's progress. From this, she precisely identifies children's next steps in learning and emerging interests and incorporates these in well- documented short-term planning. As a result, children are working comfortably within the typical range of development expected for their age and make good progress in their learning. Parents are well-informed about and involved in supporting children's learning at home. For example, they have continual confidential access to their children's on-line records of learning, which include lovely annotated photographs. Parents are actively

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who attend

encouraged to add their own observations. These detail children's next steps for learning, as does displayed planning. Communication about children's learning is strengthened as parents receive end of term reports and have a more formal face-to-face meeting twice- yearly. There is lovely interaction between the childminder and babies. This enhances babies' enjoyment, supports their early discoveries and new experiences and helps them to express and develop their ideas. Where they are unsure about different textured media and materials and are cautious about exploring these, the childminder offers reassurance and demonstrates what to do. She talks about the scratchy feel of the piece of netting and the hair rollers that stick to this. Babies learn to make connections as they imitate the childminder's actions, such as banging a wooden spoon on the metal tin or shaking plastic bottles. Furthermore, they are curious to find out how things work as they press buttons

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who attend

on toys. By doing so, this creates flashing lights and sounds, helping babies develop an early awareness of cause and effect.

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who attend

The childminder monitors children's engagement in activities and intervenes at opportune moments to extend their learning and help them make connections. For example, as she places a ball in the large plastic floor tray, she shows babies how this rolls to and fro and demonstrates the same motion with the wooden train. As babies' enjoy finding their voice and experimenting with sounds, the childminder engages in purposeful dialogue with them during care routines and as they play. Furthermore, she tries to interpret what they are saying and encourages their early attempts at communication with enthusiastic praise and encouragement. Consequently, babies are beginning to copy simple words, such as 'pop', during bubble play and attempt to say 'bye-bye' while using accompanying gestures. The childminder introduces new words and helps babies to link words to actions, such as open and shut, as they repeatedly lift the lid of the tin. Babies enjoy rhymes and songs, for

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who attend

example, through the childminder's use of props, such as an animal glove puppet. They delight in imitating animal sounds, such as that which a duck makes, as the childminder sings 'Old McDonald had a farm'. However, their early interest in print is not fully fostered because the range of accessible printed material is not as well developed.

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

Children develop close bonds with the childminder, which nurtures their emotional well- being. The childminder gently reassures babies who are relatively new and still at the stage of wanting her to stay close by. They are, however, growing in confidence as they play on their own for short periods. Babies attending for longer are very confident and happy as they readily explore the safe, homely and inviting environment. This is enhanced through photographs, posters and children's artwork and an interesting variety of sensory resources. The good organisation of the environment and daily routines enables babies to develop independence and have sustained time for concentration, engagement and extended thinking. Close partnerships are established with parents during the settling-in period, during which there is an effective exchange of information. For example, parents are asked to complete a more personal document about their children's uniqueness. This

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

encourages them to share information, such as special people in the family, home routines, likes and dislikes and interests. Consequently, the childminder provides care that is precisely tailored to meet children's individual needs. This promotes a shared and consistent approach, thus, fostering children's sense of security. This is strengthened as babies have ready access to comfort items, such as a teddy or snuggle blanket.

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

Babies' self-esteem and confidence is fostered effectively as a result of the childminder's positive engagement. For example, she supports them in learning new skills, such as pushing down the spout on their feeder cup. When they are successful in doing this, the childminder enthusiastically acknowledges their achievements. The childminder models good social skills as she says, 'thank you' when giving things to babies. Babies are sociable and enjoy joining in with simple games, such as rolling a ball or playing peek-a-boo. The childminder minimises babies' frustrations by recognising and responding to signs of boredom as they indicate they have finished their snack. The childminder makes effective use of daily routines to enhance babies' early language and communication as she talks about what is happening and when. Babies enjoy eating finger foods independently and readily hold their own beaker cup. The childminder supports their developing self-care

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

skills by giving them a spoon, helping them develop their small physical skills.

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

The childminder effectively plans meals and snacks to ensure children have a healthy, varied and balanced diet. Consequently, children learn to make positive choices about what they eat from an early age. This is reinforced by children harvesting their own fruit and vegetables and helping to prepare meals, such as a homemade pizza. The childminder models and promotes good hygiene routines with babies as she washes their hands before they eat. This introduces other practices that help them develop an early awareness of healthy lifestyles. The childminder promotes babies' physical well-being further by promptly changing them after enthusiastic water play. Children have good access to fresh air and exercise, which enhances their all-round physical well-being. As babies practise their developing mobility and move around, the childminder reminds them to be careful. This develops their early awareness of keeping themselves safe and managing risks. The

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

childminder provides role play activities, such as road safety play, using homemade resources, such as traffic lights. Consequently, children learn about external dangers and how to keep themselves safe.

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provision

The childminder has a good understanding of the Early Years Foundation Stage. Consequently, she fulfils her responsibilities in meeting the safeguarding and welfare and learning and development requirements. She closely monitors children's individual progress, in order to support each child's achievements and ensure they have an enjoyable early years' experience. The safety and well-being of children is considered well. The childminder keeps her safeguarding training updated. As a result, she can identify possible signs of abuse or neglect and is fully aware of to whom she should refer concerns, in order to protect children. Hazards are effectively identified and minimised to promote children's welfare including through the use of a good range of safety equipment. Furthermore, babies are closely supervised as they develop confidence in their physical skills and move around the home. This minimises accidents.

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provision

The childminder is constantly seeking ways to enhance children's care and achievements over time. As part of this, she establishes effective support networks with other childminders and her local authority. For example, she devises clear focussed improvement plans from advisory visits, in order to secure future improvements. She has made good progress since her last inspection, such as enhancing the provision for babies and improving risk assessments. This has a positive impact on children's care and learning. The childminder has a strong commitment to her professional development. She makes good use of short training courses, such as those relating to supporting all children's communication and language. Furthermore, she has gained a childcare qualification. Her extended knowledge of early years' practice clearly impacts positively on children's achievements. The childminder implements well-organised routines, which

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provision

contributes to the smooth operation of the childminding service. For example, homemade meals, such as casseroles, are cooked slowly during the day, in order to minimise any time and attention being taken away from the children. The childminder makes good use of facilities within her local and wider community, such as toddler groups. Consequently, she complements children's learning and prepares them for moving on to nursery. Furthermore, she enhances her provision by making interesting resources, such as plastic water bottles filled with different media and materials, such as buttons, pasta and rice.

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provision

The childminder has many written policies and procedures to support her childminding practice. These are effectively shared with parents when children enrol, as are other aspects of her provision. This ensures parents can make an informed choice about their children's care and education and promotes a shared and consistent approach. Positive partnership working continues throughout children's time with the childminder through effective information sharing. For example, daily diaries are used to update parents about care routines and what children have enjoyed. Furthermore, activities and experiences are shared through a digital photograph frame. The childminder informally encourages parents to continually share any views they may have, in order to help her inform and improve her childminding service. Parents express very complimentary views about the childminder in written pre-inspection feedback.

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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 EY440779 Local authority Bradford Inspection number 870609 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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