Childminder in Bradford

Inspection date

Previous inspection date 12/11/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 quality of teaching is good. The childminder provides a broad range of exciting and stimulating experiences that interest and engage children. Consequently, children make good progress.  The childminder has a good knowledge of safeguarding procedures. She is clear about the procedures to follow should she have concerns about a child. The childminder minimises possible risks and, as a result, children are kept safe.  Children are happy and content and the childminder has established very close relationships with them and their parents. This results in children being emotionally secure and parents having confidence in the childminder's ability.  The childminder has a consistent and caring approach to behaviour management. She offers children lots of praise and support and values their achievements. Consequently, children's behaviour is good and their self-esteem is promoted.

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It is not yet outstanding because

 The childminder is not yet including photographs of children's families, familiar events and favourite people in her displays and books to further promote children's conversations as they move towards excellence in their learning.  The interesting play environment is not yet fully resourced with an extensive range of natural materials and open-ended resources to further enhance children's very good exploratory and investigation 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 had a tour of the areas of the home used for childcare.  The inspector observed the childminder and children playing in the living room.

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Inspection activities

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

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Inspection activities

 The inspector sampled a range of the childminder's documentation, including her Disclosure and Barring Service check, qualifications, self-evaluation and children's learning records.

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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 son in a house in Queensbury, between Bradford and Halifax. The whole of the ground floor and first floor are used for childminding. The childminder provides overnight care for children. She attends toddler groups with children. She visits the shops and parks on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently two children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates all year round, from 6am to 10pm, Monday to Sunday, except for family holidays. She is a member of the Professional Association for Childcare and Early Years. The childminder supports a number of children who speak English as an additional language.

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

 extend young children's communication skills even further, for example, by sharing photographs of children's families and familiar events to introduce new words and encourage responses from children

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

 extend opportunities for children to enhance their good exploratory skills and further develop their strong sense of curiosity, for example, by providing an extensive range of natural materials for them to investigate.

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who attend

The childminder is experienced in caring for children. As a result, she has a good knowledge and understanding of how to promote the learning and development of young children. The childminder provides an interesting and challenging range of activities, which cover all seven areas of learning. She has a very secure knowledge of each child's stage of development and discusses this clearly and confidently. The childminder uses this knowledge to complete effective assessments of their progress. This includes a good use of the progress check completed for children between the ages of two and three years. The childminder continues to monitor and support children's progress through regular observations and tracking of learning. Consequently, children's development across all areas is promoted. In addition, the use of individualised planning ensures children make good progress and develop the skills required for their future move to nursery and school.

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who attend

The identification of next steps in learning enables the childminder to set challenging but achievable targets for children's future development. The childminder shares a regular summary of children's development with parents. This ensures any gaps are identified and planned for. Additionally, parents are able to have a clear understanding of how they can support their children's learning at home. Parents also have access to their children's learning record, where they can add their comments, enabling them to share information about their child's development.

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who attend

Children have free access to a good range of resources, which support their learning across all areas, while offering challenging experiences. Additionally, the childminder takes the children to local parks and on outings to places of interest as part of her daily routine. The childminder explains that children love being outside. Children learn about the leaves and trees they see on their outings. They feel and experiment with the tree bark to learn about texture, and they love to look for insects and bugs under logs and stones. This supports children's understanding of the natural world and the environment around them. The childminder extends children's learning and interest in insects further by helping them to set up an ant farm in her home. The childminder is very enthusiastic and eager for children to learn about science, nature and the natural world, as part of their experiences with her. Children are particularly enthusiastic about collecting leaves that have fallen from

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who attend

the trees to make into collage pictures. However, there are fewer opportunities indoors to access natural materials and open-ended resources for children to explore and investigate using their senses and imaginations. For example, different sized cardboard boxes, household items, wood and textured materials in their general play.

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who attend

The childminder gives good support to children who speak English as an additional language. For example, children choose to play with small construction bricks. They skilfully pick out their chosen bricks to add to their structures and happily show them to the childminder and the inspector. The childminder talks to the children about what they are doing both in English and their home language. Children respond by showing their developing skills with the English language by saying clear single words, such as car and brick. To further support language development the childminder takes the children on regular visits to the library. Children enjoy listening to stories and eagerly choose their own books. The childminder spends time and creates planned sessions for children to sit and look at books individually and with their peers. She talks to them about the stories and this ensures that they are developing a secure understanding. There are, however,

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who attend

further opportunities to support developing language, as displays and books do not yet include photographs of children's families, friends, and favourite people. This means their conversational skills are not always maximised. The childminder also supports children's emotional and social skills well as they go to toddler groups and the local children's centre. This enables them to make relationships with other children and develop their confidence in their own abilities in readiness for future learning.

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

The childminder provides children with a welcoming environment that accommodates parents' changing childcare needs very well. She offers children a good range of age- appropriate resources that are attractively displayed to enable them to explore and make independent choices in their play. Good relationships are evident between the childminder and children. The childminder is ready to give comfort to children and she recognises the signs of them becoming tired or hungry. The childminder maintains consistent routines, which closely follow home routines and effectively support children's care, learning and play. The childminder encourages parents to visit as many times as needed with their children before attending on their own for the first time. This helps children to feel secure and settled in her care and they make the move between home and the setting easily. The childminder ensures that she continues to capably meet children's individual needs by

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

constantly sharing information with their parents.

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

The childminder maintains children's good health through effective hygiene routines and offers young children skilful support to become independent in their self-care. For instance, they learn to independently access drinks and see to their own personal care in the bathroom, accessing liquid soap and individual towels. Children benefit from eating the healthy meals and snacks provided by the childminder. Their understanding and enjoyment is further promoted as they regularly take part in baking and cooking activities. The childminder is clear about children's individual health needs and, subsequently, ensures she provides healthy home-cooked foods which meet their individual requirements. The childminder does not have an outdoor space for children to access attached to her home. To ensure that children benefit from daily opportunities for enjoy fresh air and exercise, she takes them to local parks and places of interest. This further

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

supports and maintains children's good health.

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

The childminder talks to children and encourages their play and learning. She enthusiastically maintains a good social atmosphere, which raises children's self-esteem and confidence. Additionally, the childminder ensures that children are emotionally ready for the next stage in their learning and their move on to school. Children display positive and secure attachments. The childminder promotes good behaviour through ensuring secure and trustworthy bonds with each child. She uses effective reward systems. The childminder gives lots of praise and encouragement and, as a result, children learn to share, take turns and respect each other. She uses her childcare knowledge and skills to accommodate children's need for both individual attention and the valuable time they need with their peers. The childminder also acknowledges that children can also learn good behaviour from each other. If a child is demonstrating unwanted behaviour, she

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

offers them redirection and works closely in partnership with their parents. The childminder ensures good safety precautions are in place in the home and when out in the community, to make sure that children are kept safe. Through planned activities and ongoing routines, children understand about how to cross the road safely. They regularly practise the evacuation drill from the home with the childminder, which further protects them from harm in an emergency situation.

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provision

The childminder has a very clear understanding of safeguarding issues and her responsibility to protect children from harm. She has completed child protection training and advises parents of her responsibilities through discussion and access to a broad range of policies and procedures. The childminder implements robust risk assessments, which help to create a child-friendly and safe environment for children to play and explore with confidence. She remains constantly vigilant and reassesses the environment to reflect the ages and level of understanding of the children that attend. In addition, the level of close supervision offered to the children is consistently good.

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provision

The childminder is knowledgeable about how children learn and understands her responsibilities in meeting the learning and development requirements. As a result, children receive a broad range of experiences across all areas of learning, particularly the three prime areas for the youngest children. The childminder monitors children's progress as they move towards the early learning goals. As a result, she easily identifies any areas where additional support may be needed and, subsequently, children make good progress in their overall development.

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provision

The childminder is enthusiastic about her work with the children and demonstrates a positive attitude to continually raising the quality of the care she provides. She uses the Ofsted self-evaluation form to effectively identify her strengths and areas for continued development within her provision. The childminder reflects on her provision and seeks the views of the parents and their children well, to enable their thoughts and ideas to support future improvements. The childminder has identified attending further training as a way to develop the care and learning opportunities she provides.

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provision

The childminder keeps parents well informed about the policies and procedures that underpin her childminding practice. Consequently, they fully understand the care their children receive. The childminder exchanges plenty of information with parents, so that they are clear about their child's daily activities and the progress they are making. She discusses and shares learning records and informs them of their children's current development stage. The childminder also encourages parents to add their comments and share their children's experiences from home. As a result, parents gain a good understanding of their child's progress and can contribute more effectively to their continued development. The childminder cares for children who also attend other early years settings. She has made valuable links with these providers in order to share information about children. This ensures that children receive consistent support for their

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provision

learning and make the best possible 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 EY446316 Local authority Bradford Inspection number 892115 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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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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