Childminder in Bradford

Inspection date

Previous inspection date 11/12/2014 16/03/2009

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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 good knowledge and understanding of safeguarding procedures, which means children are protected and their well-being is fully promoted.  The childminder has a good understanding of how children learn. She plans a broad range of interesting and stimulating activities to support their individual needs. This means children are making good progress across all areas of their learning.  Children are very happy and settled in a welcoming home environment. They form positive relationships and attachments with the childminder and their peers.  The childminder has consistently high expectations of all children. As a result, children are well behaved and ready to learn.  The childminder uses effective self-evaluation, to identify her strengths and areas for development, in order to ensure continuous improvement in her practices.

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It is not yet outstanding because

 The childminder does not always encourage parents to share detailed information about what their child is learning at home, so that teaching can be precisely tailored to complement children's learning at home.  The childminder does not always give children enough time to explore and investigate resources by themselves. This means, occasionally, she does not support them to discoveries and find their own solutions to problems, so that their thinking and learning are maximised at all times.

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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 activities and the quality of teaching in the lounge and dining kitchen.

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Inspection activities

 The inspector sampled children's assessment records, planning documentation and a range of other records, policies and procedures, including the childminder's self- evaluation form.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector checked evidence of the suitability of adults living in the household and the childminder's qualifications and training certificates.  The inspector spoke with the childminder and children throughout the inspection.

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Information about the setting

The childminder was registered in 2001 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two adult children in a house in the Bolton area of Bradford. The whole of the ground floor and the bathroom on the first floor are used for childminding. There is an enclosed garden for outdoor play. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently 12 children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She supports children with special educational needs and/or disabilities. The childminder holds an appropriate level 3 childcare qualification.

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

 enhance the opportunities available for parents to share even more detailed information about what their child is learning at home, so that teaching can be precisely tailored to further complement children's learning

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

 enhance opportunities for children to explore and investigate resources for themselves to enable them to make their own discoveries and find solutions to problems, so that their thinking and learning are maximised at all times.

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who attend

The quality of teaching is good because the childminder understands how children learn. For example, she carefully observes children's interests and plans appropriate activities that cover the seven areas of learning. Her accurate and well-documented records of children's progress demonstrate her understanding of the importance of tracking and monitoring children's learning. The childminder shows a good understanding of the written progress check for children between the ages of two and three years. Therefore, any gaps in children's learning and development are addressed quickly and they make good progress to prepare them for their future learning, for example, in school. The childminder demonstrates a good understanding of how to support children with special educational needs and/or disabilities; she is aware of the importance of working with parents and other professionals to meet the needs of all children.

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who attend

The childminder provides a good range of learning opportunities for children. She plays alongside the children and uses appropriate language and communication to extend their vocabulary. For example, she regularly encourages children to recall past events, giving them time to formulate their ideas and respond. This means that they chat enthusiastically about what they have enjoyed and are becoming skilful communicators. She uses everyday opportunities to encourage children's mathematical development, for example, counting how many pieces of fruit they have at snack time. However, she occasionally does not give children sufficient time to explore and investigate resources during adult-led activities. Instead, she shows children what to do and how to do it rather than letting them investigate and make their own discoveries, so they can build on these in order to continue their own learning. For example, during a painting activity, she mixes the

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who attend

different coloured paint and tells the children what to expect as the colours change.

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who attend

The childminder has good relationships with parents and gathers valuable information from them when their children initially start. For example, she encourages parents to share information about children's care routines and current interests. This enables her to plan challenging activities that meet children's individual needs. She also shares information about children's care routines and what they have enjoyed verbally on a daily basis. In addition, the childminder uses written 'progress conversations' to share a summary of children's learning and their progress at the setting with parents every few months. However, opportunities for parents to consistently share what they know their child can do at home, on an ongoing basis, are not yet robust. This means that the childminder does not gather comprehensive information to support her even further in planning precise and sharply focused experiences for children to complement their

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

The childminder has excellent warm and trusting relationships with the children because she speaks to them sensitively and values each individual child. The childminder spends considerable time playing alongside the children. She uses these opportunities to consistently talk to them about their interests and values their opinions and suggestions. For example, she shows high levels of enthusiasm as she joins in their requests to sing their favourite songs. This means that children are emotionally very secure and are highly motivated and enthusiastic learners. She has an effective settling-in process where children are able to gradually spend more time at the setting before they formally start with the childminder. As a result, children are emotionally secure, comfortable and feel valued. The childminder has good links with local schools and takes children to the school to meet their teacher before they start. This enables her to share information about

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

children's interests and their progress when they start. As a result, children are emotionally supported during their move to school.

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

The childminder's home is clean and well maintained. She continually demonstrates excellent hygiene practices which effectively contribute towards children's overall good health and minimise the risk of cross-infection. Children have opportunities to engage in regular physical activities which contribute towards a healthy lifestyle. For example, the childminder provides children with regular opportunities to play outside in the garden and she takes them on trips to the local park and toddler groups. She has written risk assessments in place which she uses to contribute towards keeping children safe. The childminder uses outings to teach children about road safety and how to manage risks in their play. She provides children with healthy and nutritious meals and snacks, and effectively encourages them to become independent at mealtimes by offering them a choice of fruit or yoghurt. Furthermore, she encourages them to use their cutlery correctly

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

and wash their own hands before eating. The childminder uses snack and meal times to teach children about good manners as she gently reminds them to say 'please' and 'thank you'. The childminder holds an appropriate paediatric first-aid qualification and this enables her to deal with minor accidents and injuries to support children's welfare.

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

Children have access to a wide variety of interesting resources to support their learning and development in the indoor and outdoor environment. Children move confidently and freely throughout the setting, independently selecting activities that interest them. The childminder continually offers children praise and encouragement during their play. This effectively boosts their self-esteem and confidence. She has high expectations of all children and maintains clear, consistent methods for managing behaviour. As a result, the children behave very well for their age and stage of development. They understand the need to share and take turns and they play cooperatively together.

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provision

The childminder has a good understanding of her responsibilities in meeting the requirements of the Early Years Foundation Stage. She has completed recent safeguarding training and is fully aware of the procedure to follow should she have any concerns about the welfare of children in her care. The childminder and other adults in the home have undergone suitability checks to ensure children are protected while in her care. Children are appropriately supervised and safeguarded, for example, visitors' identification is checked on arrival and they are required to sign in the visitors' book. The childminder undertakes regular risk assessments of the premises and for outings. As a result, children's welfare and safety are promoted very well.

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provision

The childminder has a good understanding of the learning and development requirements because she attends regular training to support her continual personal and professional development. She holds an appropriate level 3 qualification and has several years experience of working with children. This means that she is able to provide a broad range of challenging and suitable activities for children. Assessment systems are effective in monitoring children's progress. Consequently, the childminder is able to quickly identify any areas where children may be falling behind. This means that all children are supported to make good progress towards the next stage in their learning.

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provision

The childminder has the capacity to improve her already good setting. She has addressed the recommendations from her previous inspection. For example, she now ensures that she maintains a current paediatric first-aid qualification. She has a variety of policies and procedures in place that she uses to underpin her good quality practice, and these are reviewed regularly to ensure that they meet current legislation. For example, she has recently introduced information about allergens, in relation to food safety, to the information she gives to parents, so that she meets the current changes in legislation and supports children's health. The childminder is aware of the importance of working with parents and other professionals to meet the needs of all children. She has established effective links with other childminders and her local children's centre. For example, she meets with other childminders regularly to share best practice and her links with the local

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provision

children's centres ensure she is able to signpost families to additional support if required.

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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 EY100403 Local authority Bradford Inspection number 869567 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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