Childminder in Bradford

Inspection date

Previous inspection date 19/11/2014 14/10/2009

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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

 The quality of teaching is good because the childminder has a very good understanding of how young children learn and uses her knowledge to plan interesting activities for them each day to promote their progress.  Children are happy and content. They have established good relationships with the childminder and her family. Children benefit from the kind and caring way they are supported, which results in them feeling secure.  The childminder has a consistent and positive approach to behaviour management. She offers children lots of praise and values their achievements. Consequently, children's behaviour is good.  The childminder promotes healthy lifestyles and ensures children receive a healthy diet. In addition, children have access to fresh air and physical activities on a daily basis.  The childminder demonstrates a clear understanding of her responsibilities to safeguard children. She holds a paediatric first-aid certificate and effectively conducts risk

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This provision is good

assessments in her home. As a result, children are kept safe.

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It is not yet outstanding because

 The childminder does not maximise her effective partnerships with parents by encouraging them to contribute further to children's learning journals, so that their learning is supported to the highest level.

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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 held discussions with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector took into account the views of parents from information included in a parent survey and discussed how this supports the childminder's self-evaluation.

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Inspection activities

 The inspector sampled children's assessment records. She discussed with the childminder how this informs planning for children's next steps in their learning and development.

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Inspection activities

 The inspector checked evidence of the suitability of the childminder and other adults in the household, her qualifications, risk assessments, policies and procedures, including the complaints procedure and the safeguarding policy.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child, in a house in Baildon, Bradford. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 13 children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am to 5.30pm, Tuesday to Thursday, except bank holidays and family holidays.

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

 enhance the opportunities for all parents to share information about their child's learning at home and use the information, which they provide, to further develop activity planning to maximise children's progress.

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who attend

The childminder's ability to teach children is good, which means that they learn successfully and make good progress in their all-round development. Children have many opportunities to become independent in the daily routines. They are able to move around the rooms, choosing what they play with. For example, they especially enjoy playing with the dolls and using their imagination as they pretend to make breakfast and feed the dolls. Through her interactions, the childminder facilitates children's language development by encouraging them to speak while she listens to what they have to say with interest. The childminder's home is arranged indoors to provide good learning opportunities for children. For example, toys are arranged at children's height, so they can make choices, which lay good foundations for them to become independent learners. Children choose to explore creative activities, which are set out on a low table. Young children show interest because

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who attend

the resources are colourful and tactile. The childminder observes children's independent learning and gives them time to process their ideas. She skilfully knows when to join in, to support children's learning, so they remain engaged with the task. For example, the childminder says, 'Shall we see what else we can find' and sensitively shows the children the additional resources. As children explore the resources further, the childminder praises them for their efforts. This helps children to develop confidence in their abilities.

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who attend

The childminder provides good opportunities for children to socialise with others in toddler groups, where they meet with others of a similar age. Further activities outside the home, broadens their experiences in the social world and provides opportunities for them to begin to build social interaction and join in a wider range of activities. For example, visits to local shops and the nearby country park. Children obviously enjoy their time at the childminder's home and are gaining good skills to help with their readiness to school and prepare them for the next stage in their learning.

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who attend

The childminder completes regular observations and assessments on children's interests and progress. She links these to the areas of learning and development and identifies the next steps in children's learning. The childminder completes a profile for each child, which include good examples of their achievements and photographs of them engaged in activities. She fully understands how and when to complete the progress check for children between the ages of two and three years and the need to share this with parents. This enables any intervention needed to be put into place early for children, who are found to be below expected levels of development at this point. However, her assessments do not always make full use of all updates from parents about children's achievements at home. Consequently, the childminder does not include this extended range of information in her planning, in order to promote children's development to the

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who attend

maximum potential. In spite of this, all children make consistently good progress and gain the necessary skills to effectively support their future learning and development.

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

Children are relaxed and content in the childminder's care and engage in play that stimulates and interests them. They all benefit from being looked after in a family- orientated setting. Children bond well with the childminder, confidently seeking her support to share their experiences. The childminder helps children to settle quickly, as she is kind and approachable and ensures that she reflects their interest in the resources that she organises. This helps to ensure that children quickly develop a sense of belonging. Children behave well and learn to follow rules for safety, which enables them to manage their own behaviour. The childminder offers clear and consistent boundaries and has listened to the children's opinions when devising the house rules. As a result, children clearly understand what is acceptable. The childminder provides many opportunities for children to share and take turns, for instance, when they take part in stories and creative

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

activities. This provides children with strong foundations from which they develop their social interactions and cooperative play well. They become confident and have high self- esteem, which successfully promotes the next stage in their lives.

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

Children are cared for well. The childminder promotes children's understanding of healthy choices during meal and snack times as they talk about what to eat and drink. She sits close to them as they eat, interacting well with them, singing songs and listening to children's ideas and discussions. The childminder asks parents about their children's care, health and dietary needs. She knows the appropriate action to take in the event of an accident as she holds a current paediatric first-aid certificate. Children enjoy playing outdoors and being physically active. They also are beginning to understand the different aspects of safety. The childminder talks to them about the safe use of utensils, furniture and when using physical apparatus. The enables children to recognise dangers and learn how to manage risks independently. The childminder recognises the importance of preparing children emotionally and socially

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

for future learning, including the eventual move to nursery or school. She often talks about aspects of school, based on older children's experiences. The childminder also focuses on helping children to be confident to express their own views, including encouraging them to make choices and decisions. For instance, she asks them what they want to play with or prefer to eat at snack time. As a result, children are confident to ask for her help and are also becoming more independent. The childminder helps children to adopt a healthy lifestyle as she promotes healthy eating in her setting. Also, she helps children to learn how to make healthy choices. She ensures children are well nourished and that they have plenty to drink. Older children are supported to manage aspects of their self-care unaided, such as, going to the toilet, washing and drying their hands and putting on their jumpers and shoes. In addition, after nappy changing, she makes a point

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

of cleaning younger children's hands with wipes. This helps children to develop an understanding of their personal hygiene from an early age.

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provision

The childminder understands her role and responsibility in meeting the requirements of the Early Years Foundation Stage. She has completed relevant safeguarding training and has a good knowledge of child protection procedures and knows what to do if she has any concerns about a child's care or welfare. The childminder has successfully implemented written policies and procedures. A comprehensive risk assessment procedure is in place, which the childminder reviews regularly to ensure that any potential hazards are kept to a minimum, to promote children's ongoing safety. For example, she checks all aspects of the premises, garden and includes outings away from the home setting. This means that children remain safe. Suitability checks are completed for adults living in the home. In addition, all visitors are asked to sign in and out. This ensures that anyone having access to children is suitable.

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provision

The quality of teaching is good. The childminder has a good understanding of the learning and development requirements. She plans activities that are age appropriate and motivates the children to develop their knowledge and skills across all areas. The childminder tracks children's progress through effective observations and assessments that accurately capture their achievements and clearly identify the next steps in their learning. The childminder is committed to continued improvement and regularly attends training events to further develop her knowledge and skills. She is keen to continually improve her service and regularly evaluates her practice. The childminder seeks the views of parents, children and other professionals about her service. In addition, she has successfully addressed the recommendation from her previous inspection. For example, she ensures that her fire safety equipment are included in her risk assessments and that her

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provision

observational notes are of high quality, relevant and provide children with meaningful next steps.

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provision

The childminder works closely with parents and other settings, developing positive relationships. Daily communication is used as a means of providing a two-way exchange of information once routines are established. This means that children's individual care needs are met well and routines are consistent between the childminder's setting and home. This is echoed by a parent, who recorded on a questionnaire, 'I have never been so comfortable and relaxed in leaving my children with a childminder before'. Links with the local schools are effective. The childminder visits on a regular basis and attends sessional events, to ensure children are familiar with the school and the teachers. She also meets with the teachers to discuss children's individual needs and how to support continuity of care. This sharing of information about children's learning and development, prior to them leaving the childminder, supports the eventual move onto school very well.

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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 502969 Local authority Bradford Inspection number 855505 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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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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