Childminder in Bradford

Inspection date

Previous inspection date 14 July 2015 27 September 2011

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This inspection: Good 2

Previous inspection: Good 2 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 has a very good understanding of her role in keeping children safe and appropriately manages any issues as they arise. She regularly reviews the environment to ensure hazards are minimised and involves the children in assessing their own safety.  The childminder has a dedicated indoor play area which leads to a well-resourced outdoor space. The areas have been designed to motivate children to make independent choices about where and what they wish to play with.  The quality of teaching is good. Children make good progress because the childminder knows how to promote their learning and development successfully.  The childminder is a good role model and manages children's behaviour sensitively, taking into account their ages and levels of understanding.  Children develop a firm sense of belonging because the childminder follows consistent routines that help them know what happens next at any point in the day. Established

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This provision is good

routines are in place to promote consistency of care.  The childminder demonstrates effective partnerships with parents and others. Parents are kept fully informed about their children's day and are actively encouraged to remain involved in their children's learning and development in the setting and at home.

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It is not yet outstanding because:

 On occasions, the childminder does not extend children's mathematical development.  The childminder does not always maximise the opportunities to share her good quality teaching with her assistant, in order to raise standards to the highest level.

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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

 strengthen children's mathematical development by providing more opportunities to explore the colour, size and shape of objects  devise even better systems to assess the quality of teaching, so that positive examples of practice can be shared and any weaknesses can be addressed.

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Inspection activities

 The inspector observed activities and interaction between the childminder and the children during play.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector accompanied the childminder and the children on a trip to school.  The inspector carried out an observation of a planned creative activity and discussed the outcome with the childminder.  The inspector spoke to the assistant during the inspection.  The inspector looked at documents relating to the Early Years Foundation Stage provided by the childminder, including children's assessment records and evidence of the suitability of the childminder and other adults in the household.

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who attend. This is good

The childminder has a secure understanding of how children learn and develop. She plans interesting activities to help each child achieve their next steps for learning and interacts to support and challenge them well. The childminder observes and tracks children's progress in their learning and development, which gives her a clear picture of children's current abilities. This enables her to ensure all children are making good progress towards the early learning goals. She successfully fosters children's imaginary play by providing a range of toys, resources and activities. Children's early writing skills are promoted well, they develop good hand-to-eye coordination and begin to understand that letters convey meaning. As a result, they are motivated to keep on trying and become active learners. The childminder builds on children's developing mathematical skills. However, on occasion she misses opportunities to talk about shapes and to introduce colour into everyday

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who attend. This is good

activities or routines. Nevertheless, children are well prepared overall for the next stage in their learning and the move on to school.

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good

Children are happy and settled in the care of the childminder. They explore the environment confidently and make requests about what they would like to do. Children are encouraged to be independent and follow good self-care routines which are appropriate to their age. Children have formed close attachments with the childminder, which helps to support their emotional well-being and self-esteem. She uses praise effectively and acts as a good role model. Children respond well to boundaries and help with everyday tasks. Children are given good opportunities to develop their physical skills through regular exercise. The childminder works with parents to gather information about children's individual routines and starting points. This enables a smooth transition into the setting and helps children to feel secure.

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provision is good

The childminder has a good understanding of the legal requirements. Policies and procedures that support children's health, safety and well-being are successfully implemented. The childminder shares these with her assistant, to ensure she knows the correct procedures to take and regularly updates her knowledge through discussion. Systems for self-evaluation are in place. The childminder regularly seeks the views of children, parents and her assistant. Parents comment in letters and praise the standard of the childminder's provision. They state their children have made good progress and the childminder encourages children to develop good behaviour, kindness and compassion. However, the childminder does not make the best use of opportunities to share ideas about best practice with her assistant in order to raise the quality of teaching to an outstanding level.

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Setting details

Unique reference number EY346811 Local authority Bradford Inspection number 863140 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 22

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Name of provider

Date of previous inspection 27 September 2011

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Telephone number

The childminder was registered in 2007 and lives in Bradford, West Yorkshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for family and bank holidays. The childminder works with a co-minder and also has an assistant. She has a relevant 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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