Childminder in Bradford

Inspection date

Previous inspection date 8 May 2018 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder closely monitors children's progress to plan for what they need to learn next, in consultation with parents. This contributes to children's good progress.  Children are happy and settled. The childminder knows children well, supported through good information sharing with parents as children settle and thereafter. This helps the childminder to promote a shared approach to children's care and learning.  The childminder enhances children's learning with her good-quality interaction. She also plans interesting outings that enable children to take part in first-hand experiences.  The childminder effectively helps children to stay safe and healthy.  Children have a positive approach to learning. They particularly enjoy adult-planned creative activities, such as making their own instrument.  The childminder utilises a good range of tools to reflect on and develop her practice.

p.1

It is not yet outstanding because:

 The childminder does not optimise the learning environment to maximise opportunities for the youngest children to make independent choices as they play.  The childminder does not promote partnership working to the highest level where children spend the majority of their time at other settings.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 provide greater opportunities for younger children to make independent choices as they play  strengthen information sharing with others to balance children's experiences with those in other settings, help inform assessments and complement children's learning to the highest level.

p.2

Inspection activities

 The inspector observed activities indoors and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector viewed online feedback from parents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of child protection issues and minimises hazards well. Furthermore, she helps children to learn about dangers and staying safe in a range of ways. For example, when children dress up in a firefighter costume, she uses this spontaneous opportunity to carry out a fire drill. She also reads stories, plans road safety themed activities and reminds children about safe play with toys, to minimise accidents. The childminder is proactive in keeping up to date with changes and improving her knowledge and practice. For example, she links closely with her local authority, utilises online resources, attends meetings and renews training.

p.3

Quality of teaching, learning and assessment is good

The childminder uses a range of planning documents which, overall, enhances children's learning. These reflect children's interests, next steps in learning and a broad range of adult-led experiences. The childminder shares progress summaries with parents, discussing ideas as to how they can support children's learning at home. Children have ample opportunities to learn about the wider world. For example, they visit baby chicks, go to the farm shop and library and ride on the train. Children eagerly take part in new experiences while making a pasta shaker. They scoop the pasta and carefully fill up a plastic bottle. As they do so, the childminder models language and asks questions that make children think. Younger children excitedly explore and investigate the pasta.

p.3

Personal development, behaviour and welfare are good

Children are confident and show they have built close bonds with the childminder. Different age groups play well together, sharing experiences, such as building with bricks. The childminder is a good role model. She helps children to learn important social skills and positively reinforces behavioural expectations. Children also go to groups, which enhances their socialisation. The childminder effectively promotes children's early understanding of healthy lifestyles. For example, children help to make healthy snacks, such as pizza pitta and fruit smoothies, and engage in fruit printing.

p.3

Outcomes for children are good

Children are acquiring early skills that are essential for their future learning. They develop self-assurance from an early age and are keen learners. Pre-school children have good speaking skills. They show good levels of engagement and focus during activities and are developing early literacy and mathematical skills.

p.3

Setting details

Unique reference number EY497903 Local authority Bradford Inspection number 1037478 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 10

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2016 and lives in the Long Lee area of Keighley. She operates Monday to Friday, from 8am to 6pm, all year round, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5