Childminder in Bradford

Inspection date

Previous inspection date 10/11/2014 24/11/2008

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder is warm and caring and provides a welcoming environment in which to care for children. Consequently, children feel secure and this supports their emotional well-being.  The childminder is consistent in the ways she manages children's behaviour, offering lots of praise and encouragement. As a result, children behave well.  The childminder has a good understanding of safeguarding. As a result, children are kept safe and secure.

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It is not yet good because

 The inconsistencies in the quality of observations and assessments do not always precisely match children's next steps in their learning. Therefore, children do not always make the best possible progress.  The childminder does not always share with parent's accurate information about children's developmental progress, in order to help them guide their learning at home.  The childminder's knowledge of the characteristics of effective learning is not secure enough to enable her to challenge children's learning. This means children are not making the best progress possible.  Self-evaluation lacks rigour. Therefore, the childminder is unable to identify her strengths and weaknesses effectively to improve her practice.

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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 the childminder's interactions with children during indoor play and snack time.

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Inspection activities

 The inspector looked at a sample of documents to ascertain children's progress in their learning.

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Inspection activities

 The inspector took account of the views of parent's and children spoken to on the day and of comments written by parents who could not be present.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection about the systems in place for observation, assessment and planning.  The inspector discussed the submitted self-evaluation form.

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Information about the setting

The childminder was registered in February 2002. She lives with her husband and two adult children. They live in a semi-detached property in the area of Baildon near Bradford. There is a short distance to local amenities, such as schools and shops. The whole ground floor is used for childminding purposes and there is access to the first floor front bedroom for children to sleep. There is an enclosed rear garden which is used for outside play. She is registered on the Early Years Register and the compulsory and voluntary part of the Childcare Register. The childminder currently has 18 children on roll, of whom eight are in the early years age range. The childminder has links with other early years practitioners.

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must:

 ensure planning is based on children's initial starting points and use the information gained from observation and assessment to plan activities based on children's next steps in their learning

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must:

 improve knowledge and understanding of the characteristics of effective learning to plan activities that challenge children

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must:

 ensure parents have every opportunity to be involved in their children's learning at home, by sharing timely and accurate information about children's progress.

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

 use self-evaluation more effectively to inform the plans for improvement, so that the drive to improve is strengthened and practice is clearly developed.

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who attend

The childminder demonstrates some knowledge and understanding of the Early Years Foundation Stage. She plans activities across all the seven areas of learning. However, the childminder does not fully consider the different ways that children learn. As a result of this, teaching is not yet consistently good. The childminder provides children with a suitable range of activities which generally supports them to make satisfactory progress in their learning. The childminder carries out some observations of children's learning and makes a record of these in their individual learning journals. However, she does not fully use these observations of children to identify starting points in their learning and ensure that planning precisely matches their next steps of learning. This means that activities and experiences are not consistently tailored towards promoting individual children's learning and development to ensure they make as much progress as possible. In addition, she

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who attend

does not fully share specific information about children's next steps in learning and development with parents This means that children's learning is not consistently addressed as parents are not guided to activities they could provide at home, to further support learning.

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who attend

The childminder uses some positive teaching strategies. For example, the childminder reads a story to the children, who listen intently, smiling and pointing at the pictures. She engages children in being part of the story time and they help to turn the pages. The childminder asks, 'Can you see a deer hiding?' The children concentrate and look at the book intently, searching for the deer. The childminder knows this story is a particular favourite of the children and uses this to help develop their literacy and love of books. However, the quality of the childminder's interaction and teaching support is variable overall, because learning opportunities are missed during some activities. This is because the childminder does not have a very clear knowledge and understanding of how children learn and how to link this to the play opportunities she provides.

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who attend

The childminder gives children praise and encouragement to build children's confidence. For example, children play with a toy vacuum cleaner. The childminder observes this and asks, are you doing some cleaning?' She then goes on to say 'clever boy'. The childminder attends a toddler signing group each week with the children, which is enjoyed by all. This helps to develop children's social skills and teaches them to interact with others, so they are ready for the wider social networks of school. As a result, children are confident and they are, to some extent, developing the skills that they need for the next stage in their learning.

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

Children benefit from a welcoming, well-organised and family environment. The 'play room' is set up so children can independently access the suitable range of toys and activities. The age-appropriate resources are labelled to assist children in making even more informed independent choices. The childminder effectively supports and nurtures children's emotional well-being. Children benefit from secure bonds with the childminder, which provide a strong foundation for their general well-being and developing independence. The caring, supportive and nurturing environment the childminder provides ensures all children feel valued, safe and secure. Consequently, children demonstrate a very strong sense of belonging as they move purposefully around the setting, making informed choices about how and where they spend their time. Children's self-esteem is developing well as the childminder continually praises their efforts and achievements. This

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

promotes their emotional well-being and confidence. The children behave well and build confidently on their personal and social skills. For example, they learn to see to their personal hygiene, such as washing their hands at appropriate times. Consequently, the risk of cross-infection is minimised. The childminder has risk assessed her home and activities well and has clear evacuation plans in place to keep children safe. The childminder is a positive role model for children's behaviour. She is courteous and also shows them respect in all they say and do. The childminder acknowledges their achievements through frequent and meaningful praise and encouragement. The childminder effectively teaches children how to look after themselves. She reminds them about how to play safely, for example, by putting away toys so they do not trip over. The childminder fosters children's personal, social and emotional development particularly well.

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

This promotes children's confidence and helps ensure children are prepared for their transition into school. Children learn good manners by the childminder, consistently modelling the use of 'please' and 'thank you'.

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

The childminder provides a healthy diet for the children, for example, she provides them with fruit for snack. Fresh drinking water is readily available throughout the day. They take part in outdoor activities to promote their physical development. As a result, children begin to understand the importance of healthy lifestyles and how to manage risks. Children attend sessions at local community groups to help develop their social skills and mix with others. Consequently, children are developing emotionally to prepare them for when they move onto other provisions, such as nursery and school. The childminder also attends meetings organised by the local school. This allows children to play and explore the new environment ahead of their move to school.

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provision

The childminder generally has a suitable knowledge and understanding of the Early Years Foundation Stage. However, her knowledge of the learning and development requirements is not fully secure. For example, her understanding of the characteristics of effective learning is not secure enough to enable her to consistently challenge children's learning. She does not make the best use of information gathered from observations, to assess children's development and plan activities to support their next steps in learning. Consequently, children are not making the best progress in all areas of learning.

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provision

Children are safeguarded appropriately. All checks have been completed on the adults in the home to ensure they are suitable. The childminder has all of the relevant documentation in place to ensure that children are kept safe and secure. This includes medicine and accident forms, which are appropriately completed. Children benefit from the childminder's commitment to ensuring that the premises are safe by using ongoing risk assessments for indoors and outings. The childminder has completed appropriate first- aid training. As a result, she is able to treat children appropriately in the event of an accident. The childminder has also recently completed a basic awareness course of child abuse and neglect, and a safeguarding children course, demonstrating her commitment to improving her practice. The childminder is aware of the signs to alert her to any child protection concerns and to whom these should be reported. Children's safety is

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provision

appropriately promoted by the childminder. The childminder understands the need to supervise children in her care at all times, in order to keep them safe from harm.

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provision

Overall, partnerships with parents are positive and arrangements are in place to exchange relevant information about the children's general welfare and care. They receive lots of verbal information about their child's day. Policies and procedures are shared with parents when children first start and this keeps them informed about the provision. She talks to staff at the nursery children attend. However, links are not fully in place regarding sharing key information about children's learning and development. This does not fully promote consistency and continuity with parents, to enhance children's learning further. The childminder's systems for self-evaluation are not sufficiently robust. For example, she has not fully implemented plans to address priorities for improvement. There are inconsistencies in the quality of observations and assessments, so the next steps in children's learning are not always precisely identified. As a result, it is difficult to measure

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provision

children's progress over time. This does not fully support continuous improvement.

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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 EY151937 Local authority Bradford Inspection number 869673 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 18

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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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