Childminder in Bradford

Inspection date

Previous inspection date 21/10/2014 03/11/2009

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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 develop good thinking skills. This is because the childminder asks open-ended questions at appropriate times throughout activities, which extends children's learning effectively as they explore.  The childminder uses assessment successfully to identify and plan effectively for children's next stages in learning.  Children develop close attachments to the childminder. This is because she is proactive in supporting them through daily activities and routines.  The childminder has an effective understanding of how to safeguard children, resulting in them being safe and protected.  The childminder works effectively in partnerships with parents and other professionals to support children's learning and care routines.

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It is not yet outstanding because

 The learning environment does not consistently provide opportunities for children to develop further their early reading skills because it is not rich in print for children to refer to as they play and learn.  Occasionally, during some group activities, the childminder does not always give more able children enough time to work out how equipment works themselves, in order to build fully on their problem solving skills.

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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 sampled a range of documents, including the children's records of learning, and some policies and procedures.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and other adult household members.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector observed activities and interactions between the childminder and children.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who she childminds with, and two grown-up children in the Eccleshill area of Bradford, West Yorkshire. The childminder also works as a childminder at another address in the Eccleshill area of Bradford, West Yorkshire. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The family has a hamster and a cat as pets. The childminder attends a toddler group. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently ten children on roll, of whom six are in the early years age group and they attend for a variety of sessions. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of

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Information about the setting

Professional Association for Childcare and Early Years.

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

 develop children's problem solving skills further by, for example, allowing them more time to find out for themselves how resources work

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

 provide further opportunities for children to build on their early reading skills by, for example, providing an environment rich in signs and symbols for them to refer to as they play and learn.

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who attend

The childminder has a good knowledge of the children's individual learning needs. This results in the various age groups and abilities of children receiving strong support, to help them make progress across the seven areas of learning. All children are developing comfortably within the typical range of development expected for their age, regardless of their starting points. The quality of teaching is good. The childminder plans challenging activities for the children, which are interesting and meet their needs. For example, children enjoy a group activity exploring play dough. The childminder enthusiastically engages the children. She effectively adds to their learning by asking questions to aid their thinking, and she teaches them about the names of colours. The childminder takes up good opportunities to develop children's mathematical skills. For example, she encourages them to count and use mathematical language, such as long and short, as they compare

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who attend

the sizes of their playdough snakes. Children are developing their physical skills as they roll and squeeze the dough. The childminder introduces equipment that makes shapes when playdough is placed inside. She shows them how to use the equipment and they all have a turn. However, occasionally, more able children are not given time to learn to operate equipment themselves, in order to fully develop their problem-solving skills.

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who attend

Children explore a variety of different textures and materials as they enjoy creating their own pictures. Resources are easily accessible and the childminder helps them set up the activity. Consistent communication and close interaction by the childminder supports their developing creativity and their language and communication skills successfully. The children are developing their early literacy skills well overall. For example, they have opportunities to make marks with different media. The childminder helps children recognise letters as they complete a jigsaw puzzles. She encourages children to listen to sounds and she helps them sound out letters in rhyme. In addition, there are good-quality books in all rooms for children to read by themselves, or together. However, children are not always well supported by the environment provided to build further on their emerging early reading skills. For example, in some areas there are few low-level labels, signs and

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who attend

symbols for children to refer to as they play and learn.

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who attend

The childminder uses what she observes about children effectively to plan their next steps in learning across the seven areas. For example, she successfully identifies appropriate areas of learning to extend, such as their language skills and their understanding of the world. Concise tracking and regular summaries of children's learning is used to plan for their future development. This supports children's all-round progress and prepares them well for school. Parents are effectively involved in their children's learning through discussion, and through the regular sharing of the children's records of learning. The childminder encourages the parents to share information about what they do at home. This also helps the childminder plan for the children's future learning. The childminder implements the progress check for children between the ages of two and three years effectively. For example, she establishes a clear overview of children's physical, personal,

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who attend

social and emotional development and their communication and language development, and shares this information with parents.

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

The children develop close attachments and positive relationships with the childminder. This is because she gives them good-quality time and attention during activities and routines. The childminder supports children's developing confidence and their good behaviour during the day. For example, she praises children as they achieve tasks, such as when they answer questions correctly or create a picture. She talks to them consistently and calmly, and she explains situations to them throughout daily events. Children are becoming independent because they make lots of decisions about the activities they wish to explore. Resources are in good condition, appropriate for the differing abilities of children and are readily accessible indoors and outside.

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

The childminder and co-childminder work together closely. This means that both adults are key persons and understand all the children's needs, so that they can both effectively support them at all times. The strong skills children develop, such as forming positive relationships, prepares them effectively for their move on from the provision to nursery and/or school. In addition, the childminder takes children to the local schools for visits before they move on. This helps them understand the changes ahead. The childminder also ensures that she works closely with the parents at this time, so children benefit from a consistent approach and their well-being is maintained.

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

Children develop a good understanding of the importance of living a healthy lifestyle. This is because the childminder ensures that they take part in regular outdoor and indoor activities that promote exercise. For example, the children dig in the garden and dance indoors. They are developing a good understanding of the importance of eating healthy foods. For example, children are encouraged to eat foods such as fruit, and water is readily available for them to drink throughout the day. Parents mostly provide packed lunches for their children. The childminder works alongside the parents to encourage children to have a healthy packed lunch. This support children's good health. Children are cared for in a clean home environment, which is risk assessed effectively. This ensures that the children can safely explore the environment and resources.

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

The childminder acts as a good role model. For example, she supervises children effectively as they explore and she helps them learn about risks and how to manage them. She teaches children how to move around the environment safely. In addition, she also teaches them the importance of putting the toys away after use so that all the children can explore the space safely.

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provision

The childminder implements the safeguarding and welfare requirements effectively. For example, she has a clear knowledge of how to keep children protected and who to contact if any concerns arise about a child in her care. She also demonstrates a good knowledge of the importance of ensuring all adults who live and work on the premises have appropriate background checks. Health and safety procedures are clear and are implemented well to promote children's well-being.

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provision

The childminder has a good knowledge of how to implement the learning and development requirements for all children. This is reflected in the effective use of assessment to inform planning a broad and balanced range of activities to support children's individual needs. The childminder has taken strong steps to monitor and evaluate her practice to support children. Consequently, she has successfully addressed the action and recommendations made at the last inspection. For example, the childminder has implemented an effective behaviour management policy. She has given good attention to improving risk assessments to assure that she fully assesses the safety of the premises. In addition, she has improved the documentation to support children's safety by implementing the use of a visitors book. The childminder has a clear awareness of her strengths and areas for development and a very positive attitude towards making

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provision

continuous ongoing improvements for children. For example, the childminder has continued to attend relevant training. This has a positive impact on children's learning and well-being. This is because the childminder is proactive in using what she has learnt to improve the outcomes for children. The childminder takes account of parents' views by frequently sharing information in various written forms and through discussion. This ensures any ideas or parents' requests can be addressed to support children's care or learning routines. The childminder has improved the outdoor area to more effectively promote children's learning. For example, the new planting and soft-play areas ensure that children have much more choice of activities to support their learning and enjoyment. The childminder listens to children and responds well to their needs in daily practice. This helps children have a voice throughout

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provision

daily events. The childminder forms good relationships with the parents through liaising with them regularly to ensure that the children's individual needs are consistently well met. The childminder continues to build links with other early years provisions, and she liaises with them to support children's care and learning. She demonstrates a good understanding of the importance of working in partnerships with other agencies, if children need additional support or intervention. This ensures that the childminder is effectively prepared to support children in a variety of different contexts.

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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 EY392535 Local authority Bradford Inspection number 821827 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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