Ibberson, Hanna Jay

Inspection date

Previous inspection date 22/11/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder understands the children's individual learning needs well. This results in children receiving good support to help them progress towards the early learning goals.  The childminder works closely with the parents to support children's ongoing progress.  Children develop positive relationships with the childminder. This is because she spends time supporting them in their activities, and she praises them frequently during the day.  The childminder has an effective understanding of how to safeguard children, resulting in children being safe and protected.

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It is not yet outstanding because

 There are other ways to make the best possible use of numbers indoors and outdoors to extend children's mathematical skills.  There is scope to improve the organisation of the learning environment indoors and outdoors, to support children's early reading skills.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 play resources indoors and outdoors.

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Inspection activities

 The inspector spoke to the children present and to the childminder about the learning intentions of several activities observed at the inspection.

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Inspection activities

 The inspector sampled a range of documents, including the learning records and the policies and procedures.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and child aged two in the Low Moor area of Bradford. The whole of the ground floor, the first floor bathroom and the lower garden are used for childminding.

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Information about the setting

The childminder attends a toddler group. She visits the shops and park on a regular basis. She is available to collect children from the local schools, nursery and pre-schools. She is currently caring for three children in the early years age range. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for family holidays.

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

 extend the opportunities for children to develop their mathematical skills indoors and outdoors. For example, by maximising the use of number labelling to support activities that involve counting and the recognition of numerals

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

 extend the opportunities for children to become familiar with written words. For example, by incorporating further print to all the areas where children explore.

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who attend

The childminder understands the children's individual learning needs effectively. This results in differing age groups and abilities of children receiving good support to help them make progress towards the early learning goals. All children are developing comfortably within the typical range of development expected for their age, according to their starting points and time spent at the provision. The quality of teaching is good. The childminder plans challenging experiences for the children, for example, very young children enjoy a baking activity. The childminder cheerfully and enthusiastically engages the children as they explore the utensils used, and she encourages them to mix the ingredients themselves. For their age and abilities they show strong physical skills as they stir the mixture. The childminder follows their lead and encourages them to investigate the brightly coloured paper cases, talking about the different colours. The children have an

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who attend

opportunity to taste the mixture, which they enjoy. Consistent communication and close interaction by the childminder during all of the activities, supports children's language development successfully. The childminder supports children's mathematical skills well overall, for example, she notices that the children enjoy filling and emptying containers. She extends this interest by being proactive in creating challenges for them, by making props that helps incite their curiosity. This is because they are introduced to new and interesting experiences that involve finding out more about space through hiding and finding objects in small pockets and in a large bag. Fasteners are designed to help the children work out how to open them before investigating what is in side. The childminder helps the children count appropriately and they begin to use numbers, such as through books and at times a hopscotch game is carried out outdoors. However, there is scope to help children to

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who attend

extend counting skills and use numerals extensively, and therefore, further develop their early mathematical skills. For example, by extending the number labels and how they are used within the indoor and outside play area. The children are developing their early literacy skills well overall. For example, children have opportunities to make marks with different media. The childminder effectively teaches children to be interested in books by ensuring they use books frequently and freely, and with support. In addition, they frequently go to the story time session with the childminder at the local library. However, there are other ways to help children become more familiar with labelling and words and therefore, further progress their very early literacy skills. For example, by adding low-level labelling, signs and symbols, to all areas of learning within the home environment indoors and outdoors.

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who attend

The childminder uses what she observes about children effectively, to plan children's next steps in learning across the seven areas. For example, she successfully identifies appropriate areas of learning to extend, such as, their language skills and their strong exploratory impulse and physical skills. She ensures the identified area is carried through in daily events and activities. All of this supports children's all-round development and their readiness for school effectively. Parents are effectively involved in their children's learning through discussion, and through the regular sharing of the children's records of learning. The childminder has an appropriate understanding of the purpose of the progress check at age two. For example, she has the knowledge of how children make progress to enable her to demonstrate to the parents how the children are developing in the prime areas of learning when the appropriate time comes. The childminder works with

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who attend

the parents closely to help them achieve milestones, for example, progressing their all- round skills, such as, their confidence and social skills. The childminder encourages the parents to share information about what they do at home. This helps the childminder plan for the children's future learning.

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

The childminder supports children's developing independence effectively during daily activities and routines, for example, the children have freedom to explore and choose toys that they wish to investigate. During this process, the childminder talks to them consistently and she adds to the resources as they play if appropriate, to create more challenges for the children. This also results in the children developing positive relationships and attachments to the childminder, because she is giving them good quality time. She praises them frequently during the day, for example, she recognises their achievements as they stir the cake mixture in the bowl. As a result children smile and continue confidently with their play and their behaviour is good. The resources are maintained well and are accessible and suitable for their differing developmental stages.

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

The good support that they receive to help them make positive relationships and independence skills helps prepare them well for their transitions from the provision to nursery and school when the time comes. In addition, the childminder has a clear understanding of the importance of talking to children about new happenings, such as moving on to another provision, to support their well-being. The childminder works closely alongside parents when they first attend her provision. For example, she finds out about their individual needs so she can effectively support them.

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

Children develop a good understanding of healthy lifestyles because the childminder ensures that they receive regular outdoor activities that promote exercise. They are developing a good understanding of the importance of eating healthy foods. This is because the childminder gives them healthy food choices, such as, fruit and yogurts at snack time and she talks to them about the importance of eating health foods. This also effectively supports children's thinking, and promotes their good health. Children are cared for in a hygienic home environment, which is risk assessed effectively. This ensures that the children can safely investigate the environment. They learn about risks and how to manage them and the childminder helps them move around very young children carefully and she acts as a good role model. For example, she clearly explains why this is important to do so to keep everyone safe as the children play.

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provision

The childminder effectively implements the safeguarding and welfare requirements. For example, she has a good knowledge of how to keep children protected and what to do if there are any concerns about a child in her care. She also demonstrates a good knowledge of the importance of ensuring all persons whom have unsupervised contact with children have appropriate background checks. Health and safety procedures are clear and used well to support children's well-being.

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provision

The childminder has a good knowledge of how to implement the learning and development requirements for all children. This is reflected in the effective planning and input the children receive during activities and routines, to support their individual needs. The childminder forms good relationships with the parents. She liaises with them regularly to ensure that the children's care and learning needs are effectively supported. This is the childminder's first inspection since being registered as a childminder, and she has taken effective steps, to monitor her practice to support children. The childminder also takes account of parent's views by asking them to write down their thoughts on how the provision operates to support their children. A sample of the recent comments from parents demonstrates that they are pleased with how their children progress at the provision. For example, the information available states how the childminder has an

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provision

excellent insight into the types of activities to provide and that they are extremely happy with the standard of care for their children. The childminder has a good awareness of her strengths and areas for development and a very good attitude towards making continuous ongoing improvements for children. For example, she is proactive in developing her knowledge on how to support children's learning, such as through liaising with the Local authority, and taking on their advice to ensure she improves her provision. She has effectively developed her knowledge on how to support children's individualised learning. All of this supports children's development and their well-being effectively. The childminder takes good account of the children's points of view by making sure that they can express themselves by freely exploring the resources available.

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provision

The childminder does not yet care for any children whom attend any other early years provisions. However, she has a good understanding of the importance of liaising with other early years provisions to support children's care and learning. She demonstrates a good understanding of the importance of working in partnerships with other agencies, if required in the future. This ensures that the childminder is effectively prepared to support children in a variety of different situations.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY462143 Local authority Bradford Inspection number 922358 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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Name of provider

Date of previous inspection not applicable

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Telephone number

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.

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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.

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Type of provision

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, which are usually the childminder’s 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

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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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