Childminder in Bradford

Inspection date

Previous inspection date 21/11/2014 25/11/2009

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder works closely with her assistants to ensure that children's next steps in learning are effectively planned for and are supported through a range of interesting and enjoyable activities.  Children are safeguarded because of effective risk assessments and well-considered safety practices.  Children develop close attachments to key adults. This is because they are proactive in supporting them through daily activities and routines.  The childminder works well in partnerships with parents and other professionals to support children's learning and care routines.

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It is not yet good because

 The childminder has failed to notify Ofsted of a new person working on the premises with children. This is a breach of legal requirements.  Children are not always challenged fully to develop their skills as far as possible, for example, when learning to recognise colours during creative activities.  Opportunities for children to develop their independence skills are not yet fully explored, particularly at meal times.  The childminder has not devised a consistent form of evaluation to further assist in identifying all areas 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 observed play resources indoors and outdoors and toured the areas of the premises used for childminding.

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Inspection activities

 The inspector sampled a range of documents, including the children's records of learning, and some policies and procedures.

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Inspection activities

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

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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 activities and interactions between the childminder, an assistant and children.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in the Bierly area of Bradford, West Yorkshire. The childminder works with assistants. The whole of the ground floor and 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 22 children on roll, of whom eight are in the early years age range and they attend for a variety of sessions. The childminder supports children who speak English as an additional language. The childminding provision operates all year round from 7.30am to 6.30pm, 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 children's developing colour recognition skills by, for example, using creative activities to challenge their learning more fully

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

 develop children's independence further during daily routines, for example, by encouraging them to take responsibilities in carrying out tasks at lunch time

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

 extend evaluation processes, to make sure that any weaknesses in the provision, particularly with regard to the safeguarding and welfare requirements, are promptly identified and addressed.

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who attend

The childminder and assistant support the children's individual learning needs effectively. This results in the differing age groups and abilities of children receiving good support to help them make progress across the seven areas of learning. The children are developing comfortably within the typical range of development expected for their age, according to their starting points. The children make good progress while at the provision. The quality of teaching is good. The childminder and assistant ensure that children receive opportunities to take part in a varied and challenging range of activities. For example, children's strong interest in creativity is supported successfully as they explore a variety of different media. The children are motivated as they investigate the brightly coloured textures and create their own pictures during an activity led by an assistant. The assistant is skilful at including all the children in the group. For example, she uses consistent, clear

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who attend

language to help support their developing communication skills. Children who speak English as an additional language receive very good support during this activity. This is because the assistant listens clearly to what the children have to say and she repeats words where appropriate. Adults reflect the characteristics of effective teaching. For example, they add further, creative resources at the right moment. This increases children's interest and concentration as they develop physical skills while placing small pieces of material on the paper. Children are learning about colour as they explore the resources and adults to some extent support them in this learning. However, they do not challenge children's learning as fully as possible, to ensure that they make the maximum amount of progress.

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who attend

The childminder supports children to develop their mathematical skills effectively. For example, she is proactive in encouraging children to find and name different shapes and she helps them compare sizes during a game. Good support from the childminder teaches each child individually and in a group to extend their knowledge. Children thrive on the individual focus which aids their concentration and therefore, their learning. Children develop good literacy skills. For example, the childminder and assistant teach children to sound out letters and they teach children to recognise familiar letters and words, such as their own name. Observations and assessments are effective in planning children's next stages in learning. For example, the childminder and assistants successfully identify appropriate areas of learning to extend, such as children's communication and mathematical skills. They ensure that the identified areas to develop are planned for and

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who attend

incorporated into daily events. This ensures that all the children move on to the next stage successfully and prepares them well for school.

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who attend

Parents are clearly involved in their children's learning through discussion, and through the regular sharing of the children's records of learning. For example, they agree areas to work on to support children's individual learning, such as their independence and literacy skills. The childminder implements the progress check for children aged between two and three years effectively. This ensures that children receive good support to their developing physical, communication and language skills and personal, social and emotional development. The childminder actively encourages the parents to share information about what their children do at home. This helps the childminder plan accurately for the children's future learning.

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

Healthy lifestyles are successfully promoted, because the children receive a good balance of indoor and outdoor activities that promote exercise. For example, children go on outings, such as to parks, and explore a variety of resources while playing in the garden. Indoors, they move around freely and energetically and help set up activities with good support from the childminder and assistant. The children are developing a good understanding of the importance of eating healthy foods. This is because the childminder gives them a balance of healthy food choices, such as Halal chicken, that suit different dietary and cultural needs. The childminder talks to children about the importance of eating healthy foods as they eat. The childminder and assistant encourage children to wash their hands and they talk to them about why keeping their hands clean is important. This promotes children's thinking, and supports their good health and understanding of

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

The resources are maintained very well and are easily accessible and appropriate for children's differing developmental stages. The childminder implements risks assessments effectively. This assures that children are cared for in a home which is clean, maintained well and is safe. Children learn about risks and how to manage them. For example, the childminder teaches them to put the toys away after playing with them, to ensure that children do not trip.

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

Children are clearly comfortable as they move around the childminder's welcoming and child-centred home with confidence. The well-organised environment and the friendly, key adults mean that children develop close attachments. Babies who are teething receive lots of careful and focussed attention to help them settle. For example, calm reassurance and skilful introduction of resources helps them to enjoy themselves. The childminder and assistant support children's rapidly developing independence effectively during daily events. For example, the children freely explore and select toys that they enjoy. They make good attempts at putting on their own outdoor clothes before going out and receive lots of cheerful encouragement from the childminder. However, opportunities for children to carry out other routine tasks to build further on their independence are often missed. For example, children are not encouraged to be involved in setting the table in preparation

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

for lunch. The childminder and assistant frequently praise the children, for example, they recognise their achievements as they name shapes and as they finish their dinner. As a result of the praise that they receive the children's confidence and self-esteem are raised and their behaviour is good.

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

The good support that children receive to help them develop strong skills, such as forming positive relationships, prepares them effectively for when they move from the provision to nursery and school. The childminder makes sure she works closely with the parents at these times to ensure that children receive consistent support when they move on to another provision. For example, she talks about the changes ahead with the parents and talks to children about what happens at school. This supports children's well-being effectively because they can openly discuss future events and make sense of them.

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provision

The childminder has an appropriate overview of the safeguarding and welfare requirements overall, to ensure children's safety and well-being. The childminder is aware of how to identify child-protection concerns and the relevant professional body to notify if necessary. The childminder ensures that assistants also have robust knowledge of how to keep children safe from harm. She ensures that they undertake a thorough induction to familiarise them with the necessary policies and procedures. The childminder supervises her assistants closely and never leaves them unsupervised with children. She ensures that all persons who live and work on the premises have background checks completed, such as Disclosure and Barring Service checks. This helps to ascertain their suitability to work with, or be in close proximity to children. However, the childminder has not informed Ofsted of a new person working with children on the premises. This is an offence and is a

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provision

breach of the legal requirements of the Early Years Register and both parts of the Childcare Register.

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provision

The childminder has a good knowledge of how to implement the learning and development requirements for all children. This is reflected in the successful planning of activities and routines that meet individual children's needs and address any gaps in learning. She monitors the quality of teaching and the educational programmes effectively to ensure that children continue to make good progress towards the early learning goals. The childminder makes good use of local authority quality improvement documents to help her improve her practice. She has regular supervisions with her assistants, to discuss the quality of teaching, to ensure that care routines are effectively supported and that children are safe. In addition, the childminder and assistants attend regular training courses to build on their good knowledge and skills. Consequently, there is a strong commitment to children's continued safety and achievements. Since the last inspection by Ofsted, where

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provision

the childminder received a number of actions to improve, the childminder has implemented effective changes. For example, she has extensively improved her record keeping, which support processes to keep children safe and protected. Information required for parents is now readily available, clear and informative. For example, the complaints procedure now provides parents with the information they need should they wish to raise a concern. Children's activities are now more varied and effectively take into account their differing ages and abilities. Resources are broader in range and promote an understanding of diversity well. These changes support children's safety, well-being and learning experiences effectively. The childminder reflects on her practice to support her in making improvements. For example, she takes account of the views of her assistant and parents through discussion and sharing records to help her to identify where there are

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provision

weaknesses in the quality of the provision. She also listens to children to identify the things they would like to change. However, evaluation processes are not sufficiently robust to ensure that breaches in requirements are quickly identified and addressed. In spite of this, the childminder demonstrates a positive attitude towards enhancing her knowledge and practice to support children better in the future.

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provision

The childminder forms strong working relationships with parents, working closely with them to support the children's ongoing development successfully. The childminder forms effective links with other early years provisions where children also attend to ensure that they benefit from complementary care and learning experiences. She demonstrates a good understanding of the importance of working in partnerships with other professionals and agencies, at the appropriate time. This ensures that the childminder is effectively prepared to support children in a variety of different situations and as they arise.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are Not Met

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To meet the requirements of the Childcare Register the provider must:

 ensure Ofsted are informed of the name, date of birth, address and telephone number of any person aged 16 or over working with children (compulsory part of the Childcare Register)  ensure Ofsted are informed of the name, date of birth, address and telephone number of any person aged 16 or over working with children (voluntary part of the Childcare Register).

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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 EY393264 Local authority Bradford Inspection number 821852 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 22

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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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