Childminder in Bradford

Inspection date

Previous inspection date 5 February 2015 30 July 2012

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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 motivates and ignites children's natural curiosity as learners, with her enthusiastic approach and good quality teaching, including effective questioning.  Children's learning is effectively enhanced by interesting outings. They go to toddler groups and sensory rooms, observe steam trains and visit the ice-cream parlour, museum and farm.  There is regular and effective communication with parents and other providers about children's progress and how they can all support children's learning together.  Effective care practices ensure children are happy and confident and the childminder and her assistant are loving and caring.  Children are sociable and behave well. They enjoy helping with self-care tasks, developing early independence in preparation for moving to nursery and school.  Children's physical well-being is ensured. They are encouraged to make healthy lifestyle choices from an early age. They have good opportunities to be active and they help

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This provision is good

prepare nutritious meals and snacks, such as sandwiches and homemade pizza.  The childminder makes effective use of available training, enhancing children's learning.

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It is not yet outstanding because:

 The childminder does not precisely target training for her assistant, in order to help them continually develop their quality of teaching.  The organisation of some imaginative role-play toys does not consistently enable children to develop and explore their own ideas.

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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 quality of teaching, for example, by precisely targeting training for assistants, to strengthen the quality of their interaction and maximise children's learning  review the organisation of role play resources, such as the toy kitchen and associated equipment, so that children are more able to develop and explore their own ideas as they engage in imaginative play.

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Inspection activities

 The inspector observed activities and care routines in the lounge, kitchen and garden.  The inspector spoke with the childminder, her assistant 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, local authority improvement plans and parent surveys.

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who attend. This is good

The childminder provides a good variety of activities that engage and motivate children and prepare them for their move to nursery or school. Children engage in active learning as they develop their ideas and think creatively and critically. The childminder makes effective use of opportunities to extend children's learning and both her and her assistant support children's communication and language as they play alongside them. As children enjoy water play in the garden, the childminder develops their early awareness of mathematics. She asks them how many buckets of water it might take to fill up the water tray and asks if the jug is heavy or light. As children fill and pour, they show good hand and eye coordination and precision. The childminder introduces concepts, such as floating and sinking, and suggests making a bridge for the fish to swim under. Children develop early reading and writing skills while making marks on the wall with the water, using a

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who attend. This is good

paint brush. They stand on blocks to try to reach higher. When this does not work, they find out that by using a longer object, such as a spade, this brings success. This shows they are learning about early problem solving.

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good

Children develop emotional well-being through secure attachments with adults. The childminder finds out about children's uniqueness, their home routines and individual needs on entry, through effective information sharing with parents. The home is welcoming and safe and the environment is organised well to support independent learning. However, children cannot always develop and explore their own ideas while playing with the role-play kitchen unit; cupboards and drawers are used to store other resources, such as books and puzzles, which restricts their use. Children are encouraged to do things for themselves. They try to put on their coats and the childminder offers support. She helps children to place the zip in the catch, before encouraging them to pull it up, helping children learn new skills, while minimising frustration. Children delight in the warm praise and encouragement they receive.

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provision is good

The childminder has a secure knowledge of the learning and development requirements and how to promote children's welfare. She minimises hazards and has a good knowledge of child protection issues. The childminder promotes good-quality provision. She has effective systems in place for evaluating what is working well and what needs to improve. For example, she has greatly enhanced the garden. Parent surveys help the childminder review her service and are very complimentary. The childminder has informal meetings with her assistant to discuss and review her practice. There is, however, scope to identify more precise training, so that they can better support and extend children's learning. There are effective systems for identifying children's next steps in their learning and monitoring how well all children are doing in their development. This ensures they make good progress.

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Setting details

Unique reference number EY441033 Local authority Bradford Inspection number 1003479 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 8

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Name of provider

Date of previous inspection 30 July 2012

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Telephone number

The childminder was registered in 2012 and lives in the Cottingley area of Bingley, Bradford. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant and has two cats.

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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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