Childminder in Bradford

Inspection date

Previous inspection date 24/11/2014 17/02/2009

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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 childminder promotes the safety of children in her care very well. Her home is very secure and restricts the unauthorised access of visitors. She has undertaken extensive risk assessments to promote children's safety both in her home and during outings. As a result, the safeguarding of children is given high priority.  The quality of teaching is good. The childminder uses skilful questioning to support communication and language. In particular, children, who speak English as an additional language, are very well supported and make good progress.  Children are extremely content and happy to be in the childminder's home. She has developed close attachments with children and responds well to their needs. As a result, children's emotional well-being is promoted.  The childminder works hard to maintain the good relationships in place with parents and other providers. Parents benefit from regular feedback and are encouraged to be

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It is not yet outstanding because

 The childminder does not always exploit opportunities during child-initiated play, to further extend children's already good mathematical learning and development.

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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 carried out an observation of a planned activity and discussed the outcome with the childminder.

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Inspection activities

 The inspector sampled children's assessment records and discussed with the childminder how this informs planning for their 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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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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Information about the setting

The childminder was registered in 1997 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged eight years and an adult child in a house in Wibsey, Bradford. The whole of the basement 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 six children on roll, of whom four are in the early years age group and attend for a variety of sessions. She supports children, who speak English as an additional language. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 provide further opportunities to develop children's early mathematical development, for example, during child-initiated play and daily routines, so they begin to use number names and number language spontaneously.

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who attend

The quality of teaching is good because the childminder has a secure knowledge of the Early Years Foundation Stage. She collects a wide range of information from parents and uses this well to assess children's starting points and inform the initial planning. The childminder observes children as they play, using this information to develop their next steps and to enhance the daily planning. She evaluates the provision, ensuring that children have plenty of time to determine their own play and to participate in adult-led activities. As a result, children play an active part in their learning and understand how to work together in a more structured environment. They are, therefore, well prepared for school and their future learning. The childminder's good communication with parents means that they have opportunities to share daily news about their children. The childminder's assessments make full use of all updates from parents about how their child

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who attend

has been learning and developing at home. Consequently, she includes this extended range of information in her planning and assessment process. The childminder understands her responsibility to complete the progress check for children aged between two and three years. She ensures that this is shared with parents and other professionals, such as health visitors.

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who attend

The indoor environment created by the childminder is stimulating and provides learning across all seven areas. Accessible resources that are clearly labelled with words and pictures, encourage children to explore and make their own choices, thereby, extending their curiosity. As a result, children become active learners. For example, children have time to explore and play imaginatively with the home area, caring for babies and making lunch for each other before moving onto complete jigsaw puzzles. The childminder encourages their learning as she engages children in open-ended discussions about the babies and links their play to personal experiences, such as the birth of siblings and special events in their lives. She then allows children time to develop their story and plays alongside them. As a result, children feel valued and in control of their learning. Children become absorbed in play of their own choosing and through supportive interactions,

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who attend

become explorers and thinkers. For example, children choose to play with the wooden beads and spend time threading and sharing the pieces, supporting their social development.

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who attend

Children are developing good communication and language skills because the childminder models language effectively and enjoys reading stories to them. Children listen intently as the childminder uses descriptive words to support a familiar story about a family of bears. She talks to children about what is happening, introduces new words and shows an interest in what they say. Children, who speak English as an additional language, are very well supported by the childminder. For example, she skilfully models how to pronounce words in English, so that children become confident in their speech. In addition, the environment is rich in numbers, print, pictures, signs and symbols. As a result, children learn to recognise familiar words, such as their own name and develop good literacy skills. The childminder promotes children's mathematical skills well, for example, they look for different shapes and colours during daily routines, such as snack time. Children respond

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who attend

well to following instructions during a matching game, as they search for different coloured and sized bears and receive praise from the childminder as they find the correct ones. However, the childminder does not exploit opportunities for children to count out the number of bears collected or to estimate how many they have. This does not fully promote children's mathematical development during child-initiated play. As a result, children make good rather than outstanding progress in their learning and development.

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

The childminder fosters close attachments with children and they go to her for cuddles and reassurance when enter the setting or when they are tired. This promotes their emotional well-being very well and children appear content and happy to be in the childminder's home. The childminder obtains detailed information from parents about children's individual preferences and uses this to help settle them into her provision. Parents provide feedback to the childminder about how pleased they are with the care that she provides and how her provision is a lovely and inviting home to care for children. The childminder is a good role model and speaks to children politely and respectfully listens to what they have to say. Children respond well to this and are well behaved.

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

Children benefit from regular physical exercise and participate in daily walks to the local school and park. She uses this time to talk to younger children about what it will be like for them when they move to school. This helps them to become emotionally prepared for their next stage in learning. Children have access to the childminder's garden. This area allows children to independently play in the indoor or outside environments depending on their preference. The childminder talks to children about managing their own safety when crossing roads and they wear wrists straps when they walk out and about. As a result, children are learning to assess risk and manage their own safety.

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

The childminder is keen to teach children about being healthy and adopting healthy practices. For example, she encourages children to favour fresh fruit and vegetables over processed foods and provides them with nutritious meals and snacks. She provides parents with a comprehensive menu, so they are aware of what their children have consumed during the day. The childminder explains to children why it is important to wash their hands after toileting and before eating. Children are encouraged to adopt good hygiene practices, such as independently washing their hands prior to eating and after toileting. The childminder reinforces this as she explains why it is important for them to wash their hands, so that they are clean and free from germs. Consequently, children's health and well-being are promoted well.

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provision

The childminder has a good understanding of her responsibilities in keeping up to date with changes in the Early Years Foundation Stage and has studied the new requirements to ensure she addresses any areas of concern. She has completed relevant safeguarding training and places a high priority on child protection procedures and knows what to do if she has any concerns about a child's care or welfare. In addition, she has current public liability insurance and a current first-aid certificate. Visitor identification is obtained, so that the childminder is aware of who is entering her home. She conducts risk assessments for all areas of her provision and planned outings and she carries out daily visual checks. Comprehensive policies underpin her good practice and focus sharply on ensuring that children are effectively safeguarded. For example, all adults in the household have undertaken suitability checks and she is aware of the action to take if an allegation was

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provision

made against her or her family. Consequently, children's safety and welfare are promoted well.

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provision

The childminder has completed a self-evaluation process, which provides opportunities for her to review and evaluate her provision on a regular basis. As a result, the childminder is always reflecting upon her setting and the care that she offers to the children. The childminder shows a commitment to further personal development by attending relevant training events that become available, having recently completed a level 3 childcare qualification. The childminder has addressed the recommendations from her last inspection, including establishing effective partnerships with other settings and supporting children's learning at home. The childminder uses her good knowledge of the Early Years Foundation Stage to monitor the activities she offers the children, to ensure that they are provided with stimulating and interesting experiences across the seven areas of learning. Well-organised systems for the observation and assessment of children's learning are in

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provision

place to support her to achieve this. This, alongside a tracker sheet, enables the childminder to effectively monitor the progress of each child and ensure there are no gaps in their learning. The childminder has good relationships with parents and seeks their views through parent questionnaires and verbal feedback. Daily communication is a prime focus for the childminder, with regard to children's well-being and ensuring that routines are consistent between the childminder and home. Links with local schools are established and used to complement children's learning. The childminder is aware of how to access the support of other professionals if this is needed, to provide further support for children.

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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 302597 Local authority Bradford Inspection number 864738 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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