Childminder in Bradford

Inspection date

Previous inspection date 01/12/2014 04/02/2009

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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 has a secure understanding of child protection and how to keep children safe. Effective routines and risk assessments enable her to monitor and maintain children's safety and well-being at all times.  Communication with parents is good. Information about children's needs is effectively shared to ensure consistency, which provides security and stability for children. Therefore, their individual needs are met and they feel secure and happy in her care.  The quality of teaching is good because the childminder participates in children's play, extending their ideas and providing ample opportunities for children to feedback their thoughts. This actively promotes their learning and builds on what they can already do.  Children select their own choice of resource that motivates their curiosity and stimulates their play for good periods of time. As a result, they become independent learners.

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It is not yet outstanding because

 On occasions, the childminder does not maximise the use of rhymes and songs to extend children's speech and understanding of language or to support them to learn about the different parts of their body.

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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 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 and 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 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her child in a house in Wilsden, near Bradford. The whole of the ground floor, along with a first floor bedroom, a bathroom 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 22 children on roll, six of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7.30am to 5.30pm, 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:

 maximise the use of songs and rhymes to further encourage children's speech and language development and provide opportunities for children to learn about the different parts of their bodies and how they can be used.

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who attend

The childminder has a good understanding of how to support children's learning. She gives them time to direct their own play and enables them to take part in small group activities that have a clear focus. For example, the childminder introduces two Christmas elves puppets, which extend children's ideas and imagination, as the childminder gives good prompts and asks open-ended questions about Christmas and children's Christmas lists. In addition, they talk about a magic door where the elves live at night. This enables children to think and make comments about their play and predict forth-coming events. This means they learn successfully and in different ways, consolidating what they know and developing their imagination. For example, the children talk about the elves coming to life at night and playing with the childminder's toys. The quality of the childminder's teaching is good. For example, as children build with trains and line-up vehicles, she

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who attend

instinctively knows when to intervene. Children experiment and try things as the childminder adds more concepts, such as 'Is that hiding in the tunnel?' This motivates children to become deeply curious and stimulates their play for good periods of time, promoting their independent learning.

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who attend

The childminder has a very caring approach and listens with care to what children say. She carefully considers the organisation of routines to enable different learning experiences to take place. For example, children explore and experiment with coloured rice, filling and pouring it into small pots. The childminder extends this even further by introducing artificial snow to the experience, when there is a natural pause in children's play. The children are mesmerized as they make snowballs and recreate a popular character from a film. The childminder works at the children's level and engages them well in discussions by asking questions to challenge their thinking. For example, she talks to them about the texture and the colours that are being used. In addition, the older children reflect upon previous experiences of playing outdoors in the snow. This promotes children's communication as they are engaged in conversations. Children are encouraged

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who attend

to develop a love of books and to join in with singing songs and rhymes. Children like to select their songs from a range of props and the childminder sings the related song. For instance, children find a selection of ducks and they sing a song about five little ducks going swimming. This helps them to be involved in their learning and to direct their own play. Children enjoy being able to select musical instruments to use and play. They laugh and squeal with excitement as they make up their own songs. However, the childminder does not extend this learning further by talking to the children about their different facial expressions and the different parts of their body, when engaged in rhymes. As a result, opportunities to develop children's speech, language and understanding of their bodies are not always optimised.

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who attend

The childminder observes children regularly, assessing their progress to identify where they are in their development. She instinctively uses their individual next steps in learning to plan experiences on a weekly basis. Children's tracker documentation includes photographs, examples of their work, observations and records their progress. The childminder effectively completes the progress check for children between the ages of two and three years and this is shared with parents. This means she can identify and act on any development concerns rapidly. Partnership building with parents is very effective. The childminder shares with parents what they know about the child through verbal and written two-way exchanges of information. Consequently, children show good levels of development for their age and are making good progress. Overall, children gain confidence in this welcoming home and develop good skills for the future.

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

The childminder is warm and caring towards the children. She is calm and speaks positively to them. Parents are involved effectively when their children first start at the setting. The childminder adapts the settling-in period according to the needs of the children and of the parents. Parents are able to spend time with their children at the setting before leaving them for short periods of time. This allows the children to form secure attachments with the childminder before being left for the whole day. As a result, children are happy and enjoy their time at the setting. The childminder provides children with resources that are varied and appropriate for the children attending. She makes toys and resources freely available to children so that they can choose what they wish to play with. This also helps to promote children's independence in readiness for their future learning.

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

Children enjoy fresh home-cooked meals as the childminder is committed to providing healthy food for the children everyday. When cooking meals, she talks to the children about the fresh ingredients, for example, as she shows them a tomato and a selection of fruit to choose from. As a result, they learn more about healthy choices and are enthusiastic about the foods that they are trying. Children sit together with the childminder at the kitchen table, sharing their food and learning to spend sociable times with the people around them.

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

Outdoor play is part of the everyday routine. Children go regularly to the local park, where they run and play on the swings and the climbing frame, as well as using the childminder's well resourced garden. The childminder effectively teaches them how to take risks in a safe environment and enjoy the fresh air. Her input helps children to develop a good awareness of safety. When walking to the park or to toddler groups, the childminder talks about road safety with the children. She reminds them to hold hands and to wait before safely crossing the road. She talks about the changing seasons and plants in the garden. They look after the childminder's rabbit and feed the birds daily, which helps them to learn about nature and how the world around them changes. The childminder uses praise effectively to encourage positive behaviour in children. She appropriately distracts younger children on occasions when behaviour is less desirable and children respond well and are

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

happy because the childminder has clear expectations of good behaviour and how to develop it.

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provision

The childminder has a secure understanding of her responsibilities to meet the requirements of the Early Years Foundation Stage. She has a good knowledge of child protection issues and has attended appropriate safeguarding training provided by the local authority. This ensures that she is fully aware of potential signs of abuse and neglect and has a secure understanding of her responsibility regarding protecting children from harm. The childminder knows what she must do if she has any concerns and which agencies she must inform. Risk assessments are completed for all areas used by children and for outings. As a result, children play in a safe and secure environment and they are kept safe while off the premises.

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provision

The childminder evaluates her practice to ensure she meets all the statutory requirements and acts upon the recommendations set at her last inspection. For example, risk assessments cover all aspects of her provision, including the garden and children's next steps are carefully planned for. She consults with parents about the service she provides and she is fully aware of when to inform Ofsted of any event that would impact on the care of the children. Self-evaluation is used very effectively to improve outcomes for children and to develop practice. Professional development is important to the childminder. She plans to attend further training on working with parents and supporting two-year-olds. She recently completed her childcare diploma at level 3 and now feels more confident in her ability to provide a rich learning environment for children. Therefore, her reflective practice clearly helps to improve outcomes for all children. Documentation, such

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provision

as the daily register of attendance, accident and medication records, is maintained well and is available for inspection. As a result, children's care, welfare and safety are effectively promoted. The childminder regularly reviews and monitors children's progress records and the planning documents, to ensure she offers a broad range of activities across all areas of learning.

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provision

Relationships with parents are very positive and the childminder keeps parents well informed about her routines and activities, through daily conversation. The questionnaires and comments from parents show that they are extremely happy with the care and service provided for them. They know that their children are safe, secure and happy in the childminder's care. The childminder understands the need to work with other professionals to support children with identified needs and to ensure early intervention is made if necessary. As a result, all children's needs are effectively met. Furthermore, the childminder has good links with professionals from local schools. She understands how to work with other key persons when children attend other settings, to ensure continuity for the children in their care, learning and play.

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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 EY380618 Local authority Bradford Inspection number 858613 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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