Childminder in Bradford

Inspection date

Previous inspection date 21/10/2014 02/08/2011

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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

 The childminder uses assessment effectively, including the progress check completed for children aged between two and three years, to support the next steps in children's learning.  The childminder has a good understanding of how to safeguard children. This results in them being safe and protected.  Children develop positive relationships with the childminder. This is because he spends good quality time supporting them in their activities, and he praises their achievements.  The childminder works in good 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 childminder is not highly effective in making the best possible use of text to extend children's literacy 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 evidence of the suitability checks for the childminder and adults in the household, the children's records of learning, and policies and procedures.

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Inspection activities

 The inspector spoke to the children and to the childminder about the learning intentions of several activities observed at the inspection.

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Inspection activities

 The inspector observed play resources indoors and outdoors and toured the areas of the premises used for childminding.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife, who he co-childminds with, and their two children aged 16 sixteen and 17 years in the Eccleshill area of Bradford, West Yorkshire. The whole of the ground floor, bathroom on the first floor and the rear garden are used for childminding. The family has a cat and a hamster as pets. The childminder attends a toddler group. He visits the shops and park on a regular basis. He collects children from the local schools and pre-schools. There are currently 10 children on roll. Of whom, six are in the early years age group and they attend for a variety of sessions. The provision operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 extend opportunities for children to develop their literacy skills, for example, by developing the use of labelling in all areas where children explore.

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who attend

The childminder has a good understanding of the children's individual developmental stage. This results in them receiving a varied range of enjoyable activities that ignites their interests and supports their ongoing learning. Children make good progress, according to their starting points and time spent at the provision. The quality of teaching is good. For example, the childminder interacts with the children cheerfully as they explore. He engages the children throughout activities by getting down to their level as they investigate resources. The childminder consistently communicates with children, speaking clearly and asking open-ended questions as appropriate. This supports children's thinking, and their language and communication skills successfully. Children receive a good balance of indoor and outdoor play experiences that support a variety of their skills effectively. For example, they learn to climb and balance outdoors while using a variety of equipment.

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who attend

The childminder teaches them about how plants grow, and they are physically active during the process, which includes digging in the soil. Indoors, they are also physically active while expressing themselves through listening to music and dancing.

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who attend

The children are developing their early literacy skills well overall. For example, they have lots of opportunities to make marks with different media. The childminder effectively teaches children to be interested in books by ensuring that they can access them spontaneously and with support. The children use three rooms to carry out their activities and the main play area is arranged with lots of different labelling. However, there is less opportunity in other areas for children to see text and labels to support them in extending their literacy further. The childminder takes up good opportunities to develop children's mathematical skills, for example, through teaching children counting in activities and in routines. He encourages the children to recognise pictures that are the same and to compare their differences. In addition, the childminder teaches children about different shapes, for example, through creative activities that involve using a variety of different

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who attend

media. Children learn to use mathematical language, such as bigger and smaller, while constructing a building with bricks with the childminder. This supports children's mathematical development well.

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who attend

The childminder uses observation successfully to inform planning for children's next steps in learning across the seven areas. He also carries out clear and concise tracking of children's progress, to ascertain where they are with their learning. This ensures he can add to their learning experiences to make sure that they all make good progress and any gaps in their learning are identified and supported. This supports children's all-round skills and prepares them effectively for school. Parents are fully included in their children's learning right from the beginning and before children start at the provision. This is because the childminder gathers clear information from them about each child. He uses this information to assist in planning children's future learning. Discussions and the regular sharing of the children's records of learning ensures that both parties work together to support children. The progress check completed for children aged between two and three

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who attend

years is successfully implemented. This ensures that the childminder can demonstrate to the parents how the children are developing in the prime areas of learning, and ensures that he responds to any intervention needed at the appropriate time.

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

The childminder and co-childminder work alongside one another closely. This means that both the adults are key-persons and have a good knowledge all the children's needs, so that they can both give them good support at all times. The childminder supports children in developing strong skills in the three prime areas of learning. For example, he talks to the children consistently during activities and routines. His cheerful approach as he skilfully interacts with the children ensures that they have an appropriate bond and attachment to him. This also results in the children extending their skills effectively and they are becoming confident and motivated to learn. The childminder is good at giving the children lots of praise during routines, such as for naming objects and joining in activities. He repeats questions and gives the children encouragement until they achieve the task. This helps the children work out how to solve problems that they come across, and also

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

supports their developing independence skills and their self-esteem. The successful input from the childminder supports children's behaviour positively and, subsequently, their behaviour is good.

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

Children have a firm foundation to support their transitions when they move from the childminding provision to nursery and school. This is because they receive good support to help them develop positive relationships and tackle tasks independently. The childminder is pro-active in talking to them about the type of things they may experience at school. The childminder also takes children on visits to local schools and to community groups. This prepares them well for when it is their turn to move on to another provision.

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

Children are learning effectively about the importance of living a healthy lifestyle. This is because the childminder makes sure that the children receive exercise and fresh air every day. Children's self-care needs are encouraged purposefully. For example, the childminder teaches children to take care of themselves, by encouraging them to carry out tasks, such as washing their hands. Children have good opportunities to develop a good understanding of the importance of eating healthy foods. This is because the childminder provides healthy snacks, such as fruit, and works closely with the parents to ensure that their packed lunch is healthy. Children can access drinking water at any time. The resources are of good quality. They are easily accessible and suitable to the children's differing individual learning stages. The children explore a hygienic environment, which is made safe and secure. This makes sure that the children can safely explore the

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

environment. They learn about risks and how to manage them as they play to give them a good understanding of safe practices. For example, the childminder teaches them to help tidy away toys, so that children do not trip up and he involves them in practising emergency evacuations.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements, and he successfully implements them. For example, he notifies the relevant professional bodies regarding any significant events that may affect any child in his care. He also demonstrates a clear knowledge of the importance of ensuring that all required persons have appropriate background checks, to ensure their suitability to be with children. Safeguarding procedures are a clear and an informative source of information to parents. The childminder has a good understanding of how to implement the learning and development requirements for all ages and ability groups. This is demonstrated through the successful implementation of assessments, to support children's next steps in learning. The childminder has a strong commitment to improving his professional knowledge and practice through attending courses linked to the Early Years Foundation Stage

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provision

requirements, such as working with parents and supporting two-year-old children. The training does have a good impact on children's learning and well-being. This is because the childminder uses the knowledge gained to successfully improve the outcomes for children.

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provision

The childminder is well aware of his strengths and areas for development and he notes his plans for the future, alongside their impact on children and the service. The childminder has effectively addressed the recommendations raised from the last inspection by working more closely with parents to improve healthy eating habits. For example, a written policy on eating healthily has been developed and shared with parents, alongside discussing the issue. The childminder has made sure that children have immediate access to drinking water. These changes promote children's good health. In addition, the childminder, alongside his co-childminder, has improved the layout of the outdoor area. For example, the soft play area and new planting plot ensures children receive further challenges to their learning while they investigate outdoors. The childminder forms good relationships with the parents, through liaising with them

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provision

regularly to make sure that the children's all-round needs are consistently supported. He has strong links with other early years provisions. For example, he shares relevant information with them to ensure children's care and learning needs are promoted effectively. The childminder works in partnerships with other agencies when required to support children. All of this means that children's learning and well-being is strongly supported, and enables them to make good progress.

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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 EY414212 Local authority Bradford Inspection number 870913 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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