Jackson, Sarah

Inspection date

Previous inspection date 11/02/2013 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children have close bonds and secure emotional attachments with the childminder. They have good levels of confidence and self-esteem, and are clearly at ease as they actively explore.  The childminder models language effectively. She engages in children's play and encourages them to express themselves. This means that children's communication skills are developing well.  The childminder uses very positive strategies to support young children's developing understanding of boundaries and appropriate behaviour.  Children effectively learn about keeping themselves healthy and managing their self- care, because of effective care practices.

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It is not yet good because

 The childminder does not fully establish what children know and can do on entry, in order to build on this knowledge, or effectively use information gained from regular observation and assessment to shape learning experiences for each child.  Ongoing communication between the childminder and other providers does not fully promote a consistent approach.  Self-evaluation is not fully in place, in order to show how strengths and weaknesses are identified in order to inform a clear improvement plan to support children's achievements over time.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities and care routines in the lounge and kitchen.

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Inspection activities

 The inspector spoke with children and the childminder at appropriate times throughout the inspection.  The inspector looked at a selection of policies and children's records.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her children aged four years and six years in a house in the Allerton area of Bradford and uses the whole of the ground and first floor, and the rear garden for childminding. The childminder attends a number of childminder groups and visits local shops and parks on a regular basis. She takes children to and from the local school and pre-school. There are currently five children on roll, three of whom are in the early years age group who attend for a variety of sessions and two are school-age children who attend before and after school. She is open all year round from, 6am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a member of the National Childminding Association.

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must:

 ensure that an accurate assessment of children's prior skills, knowledge and understanding is undertaken on entry, and use the information gained from regular observations of the children more precisely when planning activities and experiences across the areas of learning.

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

 extend partnership working with other providers, by exchanging information about children's learning and development, in order to promote consistency

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

 use self-evaluation to monitor, analyse and assess strengths and weaknesses, in order to drive improvement to support children's achievements over time.

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who attend

The childminder has a sound knowledge of the seven areas of learning and how children learn and has appropriate expectations of the children. She provides a varied range of resources and indoor and outdoor learning experiences, such as visits to the library, museums and animal family attractions. However, some activities are planned around topics and themes and are not always fully matched to children's individual next stage of development or their interests to enable them to make optimum progress. The childminder does not establish what each child already knows and can do on entry in order to plan for their learning. Although, children's records of learning show that they are working comfortably within the typical range of development expected for their age, or beyond in certain areas, for example, communication and language. The childminder appropriately updates parents about their children's progress, making records of learning

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who attend

Toys are set up at low-level in the lounge to create a welcoming environment and children are actively encouraged to make choices. There is an appropriate balance of adult-led and child-initiated activities to enable children to make their own discoveries and develop the skills, attitudes and dispositions they need to be ready for their next stage of learning, such as pre-school or school. Children show good levels of interest in the provision, concentrate for extended periods of time at activities of their choosing and readily explore and investigate. For example, they observe the different sea creatures in the large inflatable duck filled with water, as part of the 'Sealife' topic. They initiate their own ideas and learning, for example, adding home corner utensils to fill and pour, before turning this into imaginative play as they pretend to make a cup of tea.

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who attend

The childminder demonstrates good levels of enthusiasm, engagement and motivation of the children and she effectively intervenes to support their learning. For example, she talks about the different sea creatures, introducing new words, such as 'dolphin'. Young children delight in splashing and the childminder readily responds to their requests to dip their feet in. The childminder continually talks to children about what she, and they are doing, in order to fully support their language development. Children readily copy expressions and words, combining these to form simple sentences, and they use simple imaginative language while pretending to talk to their mummy on the toy mobile phone. They clearly enjoy the positive interaction from the childminder as they hold the phone up to her ear, in order for her to partake in their role play. The childminder demonstrates how things work, such as a push-a-long car, helping young children learn how to operate

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who attend

Young children demonstrate their large physical skills while negotiating sit-and-ride toys, and they operate buttons to create musical sounds, much to their delight. The childminder introduces basic mathematical concepts, such as matching patterns and counting within activities and everyday routines. For example, she counts to three as she lifts them up from the changing mat, counts two feet, as children dry them after playing in the water, and encourages them to match pictures while completing simple animal puzzles. They clearly recognise when something is empty as they exclaim, 'Gone!', while pouring water out of a container. They spontaneously use mathematical language, as they describe the breadstick as 'big'. The childminder reinforces their understanding of size and length by confirming their descriptions.

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

Children are happy and form good bonds and attachments with the childminder, who is warm and loving towards them. This is as a consequence of effective settling-in arrangements, which includes developing positive relationships with parents through appropriate communication. For example, suitable information is gathered through 'All about me' booklets before children attend, which enables the childminder to find out about and meet children's individual needs. This means that children's sense of security is fostered through well-supported transitions between home and the childminding setting. In addition, as part of the settling-in process parents are asked to bring in family photographs to share. Children are familiar with the consistent and appropriately- organised care routines. For example, they anticipate snack time by readily sitting down at the child-sized table in the kitchen and move around freely, initiating their own play.

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

Children appropriately learn about healthy lifestyles and the importance of exercise from an early age. They take part in suitable hygiene routines, such as washing their hands before eating, and are provided with healthy snacks and meals, which incorporates a daily homemade tea. They also visit the local farm shop and supermarket, where fresh produce is talked about and purchased. Children are provided with varied opportunities to access fresh air, build on their large physical skills and explore more challenging equipment. For example, they visit indoor soft play centres and the park.

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

The childminder helps children develop suitable levels of independence by encouraging them to make choices and manage self-care tasks appropriate for their age and stage of development. They help to roll up their own sleeves while playing in the water and dip their breadsticks in the soft cheese. Children are encouraged to take off their own socks and put them back on, after playing in the water and they persevere with tasks, such as attempting to fasten a doll into the pram. When finding this a little difficult, they readily seek support saying, 'Can't do it'. Children express what they want at snack time, such as cheese, to which the childminder happily obliges. The childminder encourages children to tidy up to prevent an accident, appropriately helping them develop a sense of responsibility and learn about keeping themselves safe. The childminder explains that she engages nursery-aged children in discussions about road safety including how to use

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

pedestrian crossings safely, in order to suitably help them learn about dangers. A recent visit from the Fire Service to check smoke alarms, at the childminder's request, provides further opportunities for children to learn about keeping safe.

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provision

The childminder has some systems for reviewing her practice, such as linking with other childminders to share ideas, and liaising with her local authority early years advisor. However, her own self-assessment of the provision, although it includes the involvement of children and parents, lacks rigour in order to prioritise areas for development through a clear improvement plan. The childminder suitably accesses training in order to enhance her provision and care of the children and keep her knowledge up-to-date. She has attended training on the new Early Years Foundation Stage framework and has booked onto a course to develop her awareness of caring for children with additional needs.

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provision

The childminder understands her responsibilities in meeting the safeguarding and welfare requirements and implements these appropriately to promote children's safety and well- being. For example, risk assessments identify and minimise hazards and the childminder is clear about child protection procedures, including where to seek advice. Although she is less secure in her understanding of the learning and development requirements, in terms of some aspects of the planning and assessment process.

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provision

Parents are appropriately informed about the provision, through a daily two-way flow of communication and displayed information. Written comments, provided in the form of pre- inspection letters, are very complimentary about the service and care of the children. The childminder works in partnership effectively with other providers in some aspects to promote continuity of care and education. For example, she visits pre-school prior to children attending and shares development information during children's transition. However, ongoing communication systems are less robust once children start pre-school. This is with particular reference to the continual exchange of development information, in order to support children's next steps together.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

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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Setting details

Unique reference number EY431357 Local authority Bradford Inspection number 776981 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 5

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘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.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration. Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

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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Type of provision

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

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