Childminder in Bradford

Inspection date

Previous inspection date 12/11/2014 12/09/2008

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early years provision

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

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This provision is good

 Children are given time to think creatively and to problem solve because the childminder effectively uses open-ended questioning in her teaching. Consequently, children make good progress in their learning.  Children form strong bonds and warm relationships with the childminder. They are settled in her care, demonstrating they feel safe and, as a result, children form secure, positive attachments.  The childminder has a clear understanding of the welfare and safeguarding requirements and of child protection procedures. Consequently, children are cared for in an environment that promotes their safety and well-being.  The childminder has good partnerships with parents and regular and effective communication ensures all children's individual needs are met.

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It is not yet outstanding because

 Some aspects of partnership working are not fully robust as the childminder has yet to build effective communication links with other settings that older children attend.

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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 interactions between the childminder and children during play and care routines.

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Inspection activities

 The inspector looked at a range of documentation including policies and procedures and children's development records.

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Inspection activities

 The inspector viewed the areas of the property used by the childminder when minded children are present.

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Inspection activities

 The inspector spoke with children and held discussions with the childminder at appropriate times throughout the visit.

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Inspection activities

 The inspector checked evidence of the suitability and the qualifications of the childminder and viewed her record of self-evaluation.

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Inspection activities

 The inspector took account of the views of parents provided through information included in the childminder's own parent survey.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, two adult children and their partner and baby in Bingley, West Yorkshire. The kitchen, dining room and an enclosed back garden are used for childminding. The family has two dogs as pets. The childminder collects children from the local school. The childminder attends local playgroups. There are currently eight children on roll, of whom three are in the early years age range and attend for a variety of sessions. The childminding provision operates term time only, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 build further on the good partnerships with other settings that older children attend, in order to share more consistently the information about children's learning.

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who attend

Children make good progress in their learning as the childminder has a good knowledge of how children develop and how their learning links to the early learning goals. Educational programmes have depth and breadth and are well matched to children's ages, stages and resulting needs. The childminder delivers good quality teaching for children through effective questioning and giving children time to think critically. For instance, when racing toy trains across the floor, the childminder asks young children 'What will happen next?' and 'What do you think we should do?' as the trains get stuck against the wall. As a result, children are learning to think problems through for themselves and are learning to anticipate events using their knowledge and understanding of the world. The childminder monitors children's progress through ongoing observations, and uses this information to guide her assessments of the progress children are making. As a result, children's learning

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who attend

and development is successfully promoted to ensure that they gain the necessary skills and attitudes to be ready for their next stage in learning. The childminder ensures that a range of resources and activities are planned to meet children's interests and support their next steps in learning. Children delight in their experiments with malleable dough and tools to make marks and create models of their favourite dinosaurs. The childminder encourages children to develop their physical abilities as they have daily opportunities to play, ride, run and climb outside, and have regular trips to the local parks.

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who attend

The childminder plans for each child's individual needs. She supports children's development well because she understands the importance of getting to know each child and their family. For example, she obtains information from parents about what children like and can do through their settling-in visits and detailed daily discussions. Regular assessments are completed from observations and these inform a tracking document. Consequently, children's learning is closely monitored and gaps in their learning are highlighted, as are any emerging needs that may require early intervention. The childminder has an effective partnership with parents, which results in continuity of care and learning for all children. Children's learning journals give a useful insight to parents into their child's progress. These show that children are reaching expected levels of development and are making good progress. The childminder completes the progress

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who attend

check for children between the ages of two and three years with parents. She provides them with a short, written summary and discusses children's individual needs and next steps.

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who attend

Children are developing good communication skills. This is because the childminder places a high priority on supporting young children to develop their communication and language skills. The childminder ensures that she gets down to the children's level and speaks clearly and directly to them, using simple words that they can repeat. The childminder and children sing favourite songs, use sign language and attend groups, which further enhance their communication skills. The childminder listens intently to children's talk and shows genuine interest in what they say. Children enjoy looking at books and developing their early reading skills. They enjoy sitting with the childminder, who reads these in an engaging way. The childminder encourages child participation by encouraging them to recall what happens next. Younger children excitedly point and name the fruit and animals in a favourite story. Mathematical language becomes a natural part of children's learning

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who attend

as the childminder understands how to incorporate this into activities that stem from children's interests. For example, the childminder introduces counting and colour recognition when supporting children during their play. Consequently, children are acquiring the skills that prepare them for their next stages in learning as they move to nursery and then school.

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

The childminder provides a homely, clean and welcoming environment for children and their parents. For example, the names of each child, attending that day, are displayed as children enter the kitchen. As a result, children develop a strong sense of belonging and feel valued. Children settle rapidly within the childminder's care because she takes time to get to know them well. As a result, both children and their families develop strong attachments with the childminder. Children attend trial sessions prior to their first day with the childminder. The childminder works in partnership with parents to learn and follow children's individual routines. These are written down and followed closely. As a result, children's care between home and the setting is complemented. Children are very comfortable in their environment and form strong bonds quickly. They enjoy spending time with the childminder and show through their actions that they have built a very warm

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

and trusting relationship, for example, as they go for cuddles and engage her in their play.

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

Children are supported to develop their personal and social skills well. The childminder promotes good manners and respectful behaviour and acts as a positive role model. She routinely offers praise as she recognises children's efforts and achievements. Consequently, children behave well. This is because the childminder knows children well, engages them in play and follows their routines. The childminder is knowledgeable about how to keep children safe and actively teaches children how to stay safe. For instance, she reminds younger children how to get safely down from the sofa. As a result, they learn about age-appropriate risks, how to manage these and know the rules and boundaries of the setting. Children enthusiastically help to tidy up and the childminder praises their efforts. This raises children's self-confidence, they feel valued and children learn how to play cooperatively together. This prepares them well emotionally and socially for their

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

future moves to other settings and to school.

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

The childminder provides healthy and nutritious meals and snacks which cater for children's individual dietary needs. Fruit is available for children during the day and fresh water to drink is always accessible. Children's independence skills are supported as they are actively encouraged to manage their own self-care needs from a young age, such as hand washing before eating and putting on their coats independently. As a result, good hygiene routines are promoted positively, and children are developing independence skills ready for school. The childminder recognises the benefits for children of having fresh air and access to natural environments with plenty of space for play and exercise. Consequently, she ensures all children have daily opportunities to be outside, supporting a healthy lifestyle and promoting their good health.

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provision

The childminder has a clear understanding of her legal responsibilities to implement the safeguarding and welfare requirements of the Early Years Foundation Stage, to ensure that children are safe and feel secure. The childminder can identify possible signs of abuse or neglect and has clear guidance on referring such concerns, in order to promote children's welfare. She keeps her knowledge refreshed by subscribing to newsletters from the Local Safeguarding Children Board. The childminder ensures that parents are fully aware of her role and responsibilities to protect all children in her care, as she provides them with copies of her policies and procedures, when their children start attending her setting. Children's safety is well considered through robust risk assessments being carried out to effectively minimise risks to children. As a result, children are safeguarded well.

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provision

The childminder has a clear understanding of her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. She takes her role in caring for and teaching children seriously and demonstrates a positive attitude to improving her practice further. The childminder has evaluated her service and knows her strengths and areas she would further like to improve. Consequently, the quality of teaching is good and children are making good progress. The childminder has fully addressed the recommendations from her last inspection. The childminder accesses a range of training courses in order to further her knowledge and understanding of childcare issues. She has recently reflected on the impact of the open-ended questions that she uses during everyday activities on children's critical-thinking skills. As a result, children are supported well to make good progress in their learning and development from their

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provision

starting points. Improvements have clearly had a positive impact on children's care and learning. This means the childminder has a clear understanding of children's learning and development.

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provision

Partnerships with parents are very positive. The childminder issues questionnaires regularly and gathers feedback. She updates parents regarding changes to her service and asks for their opinions. Written testimonials from parents are extremely complimentary of the childminder, stating that their children are very happy to attend and they particularly comment that the childminder has a 'Warm, enthusiastic and caring approach.' The childminder closely monitors her own work in delivering the early years curriculum to children. She uses appropriate documentation to ensure children are making progress in line with the expected milestones and ensures that teaching methods are meeting children's needs. The childminder is aware of the importance of partnership working to secure support for children with identified special educational needs and/or disabilities, and understands the importance of working with other professionals to ensure early

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provision

intervention is made, where necessary. However, links are not consistently established with other settings that older children also attend. Consequently, the childminder does not always gain a full picture of all children's achievements, in order to complement their learning fully and to balance children's experiences with those in other settings.

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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 302123 Local authority Bradford Inspection number 867360 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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