Childminder in Bradford

Inspection date 3 April 2019 Previous inspection date Not applicable

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Effectiveness of leadership and management Requires improvement

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Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Requires improvement

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Outcomes for children Requires improvement

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This is a provision that requires improvement

n The childminder does not promptly or precisely identify children's starting points and not all assessments of children's learning are accurate. He does not use the information that he does gather well enough to plan for children's future next steps or to support gaps in their learning. Consequently, children do not make good progress. n Children do not have good opportunities to learn about the diversity of the world in which they live. n The childminder does not work in partnership with other settings children attend. n The childminder's self-evaluation, professional development and continuous improvement is not focused on what would have the greatest impact on children's learning and the overall quality of the provision.

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It has the following strengths

n The childminder enthusiastically interacts with children who delight in listening to him read a favourite story about three little pigs and a wolf. Children are clearly familiar with this as they recall what happens next. n Children develop secure emotional attachments to the childminder who has a gentle, loving and encouraging nature. n The childminder provides a hearty, nutritious homemade dinner, around healthy snacks and a lighter lunch. The contributes to children's physical well-being, as does their access to ample fresh air and exercise, including through outings. n Children develop independence and are sociable with one another. They build early friendships while playing imaginatively together and develop the good behaviour required for future learning.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure children's prior learning is promptly identified and their ongoing progress is accurately assessed, and use this information more effectively to identify and plan challenging next steps in learning so that each child makes good progress in all areas of learning 17/04/2019

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What the setting needs to do to improve further

improve educational programmes for understanding the world so that children have opportunities to develop knowledge of the similarities and differences between themselves and others, and among families, communities and traditions 17/04/2019

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What the setting needs to do to improve further

ensure there is a regular two-way exchange of information with other providers. 17/04/2019

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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

n improve processes for identifying key areas for improvement and professional development, to provide a clear focus on what would have the greatest impact on the quality of the provision, including teaching and learning, to raise this to a good level.

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What the setting needs to do to improve further

n The inspector observed activities indoors and the interactions between the childminder and children. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documents, including evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection.

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Effectiveness of leadership and management requires improvement

The childminder's systems for checking and monitoring all aspects of his provision and for ensuring continued professional development and improvement lack rigour. Consequently, certain requirements of the early years foundation stage are not fully implemented. Safeguarding is effective. The childminder can identify possible indicators of abuse, including where children may be at risk of harm from extreme behaviours and views. He understands how to make a referral to appropriate agencies if he is concerned a child is at risk. The childminder supervises children continually and removes hazards in the home to minimise accidents. He reviews safety practices where changes occur to the outdoor environment, such as the recent wind damage to a gate.

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Quality of teaching, learning and assessment requires improvement

The childminder's planning for children's learning is not matched well enough to their individual needs and it does not take account of any gaps in their knowledge. This is because of the weakness in his assessment processes. Consequently, children are not always fully engaged because they do not consistently receive good levels of challenge, relative to their age and stage of development. Nevertheless, children make some progress in their learning. The childminder extends and builds on some aspects of children's learning through play and supports their communication and language skills well. For example, as he reads a story, he encourages children to touch and describe the textures within the book. The childminder asks questions and explains the meaning of more complex sentences, such as why the wolf could not blow down the house made of bricks.

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Personal development, behaviour and welfare require improvement

The childminder teaches children to value and respect one another through his own good role modelling. However, he does not provide children with enough opportunities to learn about diversity beyond their own immediate experiences. This means that children do not learn to fully appreciate the similarities and differences between themselves and others. The childminder exchanges important information with new parents. This enables him to find out about and meet children's individual care needs and inform parents about his service. Suitable partnership working with parents continues thereafter. However, the childminder does not establish effective communication links with other providers. This prevents him from fully supporting children's transitions as they move between settings and from complementing children's care and learning experiences.

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Outcomes for children require improvement

Children do not make good enough progress. Nevertheless, they enjoy their time with the childminder and are developing certain skills that prepare them for their eventual move on to nursery and ultimately school. They are keen to find things out and clarify their thoughts as they ask questions during a story. They use their imagination and express their own ideas, for instance, while making a 'robot' with wooden blocks.

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Setting details

Unique reference number EY542455 Local authority Bradford Inspection number 10090031 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 3 - 11 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017. He lives in the Baildon area of Bradford. The childminder operates Monday to Friday, all year round from 7.30am to 6pm, except for bank holidays and family holidays.

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Registers

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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Registers

procedures 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 . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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