Childminder in Bradford

Inspection date

Previous inspection date 22 January 2015 8 June 2010

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This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder effectively plans a broad range of activities. She takes full account of children's interests, which ignites their curiosity and helps them to make good progress.  Children are very settled in the homely and welcoming environment, having developed positive relationships with the childminder.  Children's early awareness of behavioural expectations is fostered well by the childminder.  Children are very confident communicators, especially given their young age, as a result of the childminder's skilful interaction. Their love of books, songs and rhymes is fostered well through engaging storytelling and the use of home-made props.  The childminder is motivated and enthusiastic. She enhances children's enjoyment and extends their learning well, helping them to explore and develop their own ideas.  Children thrive in a safe and healthy environment, as a result of effective risk assessments.

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This provision is good

 Children's learning is enhanced through first-hand experiences, such as going on a train journey and visiting the farm, pet shop and museum.

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It is not yet outstanding because:

 The range of flexible media and materials that promote children's imaginative and creative play in the garden is not fully developed.  Information sharing with other providers is not always precisely focused on children's individual learning, to consistently complement their learning and balance the experiences they receive.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 enhance the use of the garden, for example, by providing a greater range of media and materials that can be used, moved and combined in different ways, to ignite children's imagination and creativity further  strengthen partnership working with other providers, for example, by exchanging more precise information that helps to complement children's individual learning and balance the experiences they receive with greater success.

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Inspection activities

 The inspector observed activities and care routines in the lounge, dining area and kitchen.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector carried out a joint observation with the childminder.  The inspector looked at a selection of policies, documentation, children's records and verification of suitability checks.  The inspector took account of the information provided in the childminder's self- evaluation document and parent questionnaires.

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who attend. This is good

Children are eager to take part in activities and clearly enjoy their time with the childminder. They make choices about what they would like to play with from a good variety of well-organised toys. This develops their early independence. Children show good levels of concentration and the childminder's skilful teaching helps them to persevere as they learn new skills and make discoveries. For example, she shows them how to thread more complex shapes on to the threading lace, describing this as tricky. Children are clearly delighted with the praise they receive for their success. This encourages them to adopt a 'have a go' approach. Children learn skills that help prepare them for moving on to nursery or school. The childminder encourages them to count how many cotton reels they have threaded and while reading a story they count ducks and are beginning to ask simple questions. Children's achievements are regularly shared with parents. They are

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who attend. This is good

encouraged to contribute to assessments and to support children's learning at home, helping children to make the good progress.

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good

Children thrive in a safe and healthy environment, as a result of effective risk assessments. They form secure emotional attachments with the childminder because of a gradual settling-in process. During this time, and thereafter, there are strong channels of communication with parents to meet children's individual needs. Healthy meals and snacks are effectively planned and incorporate a home-made lunchtime meal and plenty of fruit and vegetables. This fosters children's physical well-being. This is enhanced by good hygiene routines and lots of fresh air and exercise. Children are encouraged to help with tasks, such as keeping the environment safe and tidy, which develops their confidence, independence and self-motivation. Children learn about dangers and keeping safe as the childminder reminds them to sit back at the table while eating and explains why. Children enjoy the company of others and are developing good social skills through the

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good

childminder's good role modelling. For example, they listen well, use good manners and learn to share and take turns.

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provision is good

The childminder has a secure knowledge of the learning and development requirements and how to keep children safe. As part of this, she updates child protection training and ensures children aged 16 years are vetted. Effective systems for planning result in children having good-quality care and learning opportunities throughout the day. There is scope, however, to develop the range of media and materials available in the garden, to enhance children's imaginative and creative play. The childminder continually reviews what is working and what needs to improve, in order to ensure good-quality provision. Parents and children are actively involved in this, for instance, through questionnaires. The childminder regularly communicates with other providers. However, information sharing is not always precisely focussed on children's individual learning.

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Setting details

Unique reference number 302444 Local authority Bradford Inspection number 876674 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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Telephone number

The childminder was registered in 1996 and lives in the Clayton area of Bradford. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays, family holidays and the week between Christmas and New Year. The childminder holds an appropriate early years qualification at level 3.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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