Childminder in Bradford

Inspection date

Previous inspection date 30/10/2014 16/01/2009

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early years provision

This inspection: 3 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children have close bonds and secure emotional attachments with the childminder. She provides a welcoming environment, which helps children feel secure and enjoy their time with her.  Children learn the importance of a healthy diet and lifestyle through regular hand washing, nutritious food and opportunities for outside play.  Children are safe because the childminder has a secure knowledge and understanding of safeguarding practices.

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It is not yet good because

 Planning for children's learning is not always sharply focused on their next steps, because the childminder's assessments of children's progress are not always precise enough. Consequently, children are not supported to make consistently good progress.  The childminder does not always share accurate information about children's developmental progress with parents, in order to help them guide their children's learning at home.  Self-evaluation systems are not rigorous enough to identify the most important priorities for improvement.

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

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Inspection activities

 The inspector observed the childminder's practice and her interactions with the children.

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Inspection activities

 The inspector looked at children's records and a selection of the childminder's policies and procedures.

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Inspection activities

 The inspector took account of the information provided in local authority quality and improvement documentation.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in Idle, near Bradford. The large dining kitchen is used for childminding purposes and there is a living room where children sleep. There is a fully enclosed rear garden for outside play. There are currently 26 children on roll, six of whom are in the early years age range. The provision operates on weekdays throughout the year, except for family holidays.

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must:

 strengthen the observation and assessment arrangements so children's next steps in learning are accurately identified, and use this information to plan activities and experiences that precisely match their needs and promote their consistently good progress over time

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must:

 support parents to guide their children's learning at home by, for example, sharing timely and accurate information about children's progress, and encourage parents to be more consistently involved in sharing information about their children's achievements at home, in order to plan more effectively for their future learning.

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

 implement robust systems for self-evaluation that help to identify strengths and priorities for improvement, particularly with regard to the educational programmes, in order to develop the quality of the provision overall.

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who attend

The childminder has a developing knowledge of the learning and development requirements, and provides activities to cover all seven areas of learning. She has some understanding of how to meet children's needs. The childminder supports children's personal, social and emotional development by playing alongside children and offering praise and encouragement to try new activities. She uses individual learning journals to record information about children's progress. These include her observations and assessments. However, although the childminder can describe the general learning intentions for each child, these are not precise enough to accurately inform planning for their future learning. Consequently, the activities and experiences provided are not sufficiently well targeted to ensure that children make consistently good progress over time.

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who attend

Children help themselves to resources with confidence. They show independence but also seek out the childminder to play games with them. For example, children select pterodactyls from a box of dinosaurs. They imitate their flight and stand and move in different directions as the dinosaurs climb and swoop in the air, involving the childminder in their game. However, because the assessment of children's next steps is not precise enough, the childminder does not build on the activity sufficiently to challenge children as much as they need. The childminder is able to describe how individual children make progress in their development, but this is not sufficient to demonstrate how effectively the gaps are closing. This means that children's next steps in their learning are not always clearly identified and targeted, so that they make best progress. The progress check for children between the ages of two and three years is completed and shared with parents,

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who attend

so to some extent they are informed of their children's development.

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who attend

Parents have access to their children's learning journeys. This means that they are able to see details about their child's achievements over time. However, the childminder does not have robust systems in place to support parents to guide their children's learning at home. Parents rarely contribute to their child's journal and these go home too infrequently. This means that the childminder does not take account of information about children's learning at home when planning children's activities, to support them to make consistently good progress. The childminder has a generally secure understanding of the importance of working with other professionals involved in children's care, in order to support children to make progress in their learning and development. For example, she has links with health professionals, which help her to meet the needs of children with specific needs.

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

Children have formed close bonds with the childminder. They enjoy spending time with her because she provides a warm and welcoming environment where children feel safe and secure. The childminder takes account of children's home routines so, for example, they are able to have a rest or sleep at the same time as they would at home. The childminder acts as a good role model, so children learn about how to behave appropriately.

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

Children generally adopt healthy lifestyles because the childminder takes steps to make sure that their meals and snacks mostly provide healthy choices, and they regularly spend time out of doors in the fresh air. Children take exercise and play on large equipment, which helps to promote their physical well-being. They learn appropriate hygiene routines, such as washing their hands before meals and after visiting the toilet. They also learn to use their own individual towel, to minimise the risk of cross-infection.

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

Children are prepared emotionally for their next stage of learning because the childminder uses some opportunities to promote their independence and confidence. Children learn how to keep themselves safe, through reminders from the childminder. For example, they discuss the need to wash their hands before snack time, in order to remove germs. The childminder also provides close supervision and teaches children how to recognise hazards, so they begin to manage their own safety.

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

The childminder offers encouragement and praise when children achieve, which helps to build their confidence and self-esteem. This is an important step in preparing children for the next stage of learning, including school. Children are suitably prepared for the changes ahead of them. For example, they childminder visits their new school with them, and discusses children's needs with teachers, so they can be fully prepared to meet children's needs from the outset.

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

The childminder's home is generally well resourced. The childminder considers appropriately how to store and present resources and activities, so children are able to make independent choices about what they would like to do and how they spend their day. Children spend time in the local community, which helps them to gain a greater understanding of similarities and differences, and enables them to form healthy relationships with others.

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provision

The childminder is aware of her responsibility to meet the learning and development requirements but her knowledge is not yet secure. For example, her limited knowledge of how to assess children's progress precisely, means that planning for their next steps is not always appropriately targeted. As a consequence, children's learning lacks appropriate challenge at times and they are not supported effectively to make consistently good progress over time. The childminder takes some steps to improve her practice through personal development. For example, she has attended training to ensure that she can meet the specific medical needs of children in her care and seeks support from the local authority. However, monitoring of the provision is not strong enough to consistently identify where teaching and learning are weak. The childminder undertakes some self- evaluation, however, this is infrequent, and she does seek the views of parents to help her

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provision

to identify some of the strengths and weaknesses in the provision. As a consequence, the childminder has not identified the main priorities for improvement.

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provision

The childminder has a clear knowledge and understanding of the safeguarding and welfare requirements. She has an appropriate safeguarding policy and implements it effectively. She knows how to recognise possible indicators of abuse and has clear procedures to follow should she have concerns about a child in her care. The environment is safe because the childminder takes appropriate steps to minimise risks. She completes visual checks of the premises and resources before children arrive and completes risk assessments prior to taking children out on trips. The premises are kept secure, so children cannot leave unsupervised and uninvited visitors cannot gain access to the children. The childminder maintains a current paediatric first-aid certificate, which enables her to treat children appropriately, should there be a minor accident or a child become unwell. The childminder has built warm relationships with parents and speaks to them each day,

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provision

to encourage a two-way flow of information about children's care needs. However, these partnerships do not extend to the regular sharing of information about children's learning. This means that the childminder is not sufficiently informed about children's achievements at home, and parents are not well supported in guiding their children's learning. Links with other professionals are generally robust. For example, the childminder shares some information with other settings children attend, and she works to guidelines provided by health professionals, in order to meet children's specific medical needs.

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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 EY225925 Local authority Bradford Inspection number 869886 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 26

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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

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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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