Hirst-Branfoot, Mrs Emma Louise

Inspection date

Previous inspection date 09/09/2014 19/06/2012

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early years provision

This inspection: 2 Previous inspection: 3 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

 Children's safety is given the utmost priority by the childminder. She implements a range of policies and procedures, and she is aware of the action to take if an allegation is made against herself or a member of her family. In addition, she prevents the inappropriate use of mobile telephones and cameras in her home. As a result, children's safety and welfare is supported.  Children are settled and content with the childminder, because she provides a caring and nurturing environment and works closely with parents to enhance all aspects of children's emotional well-being.  Teaching is good. Children enjoy a wide variety of interesting, challenging activities that take account of the starting points in their learning, interests and individual learning needs. As a result, children progress well.

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It is not yet outstanding because

 The outside area does not provide children with sufficient opportunities to explore the natural world, so that they develop further their knowledge of living things.  Children do not always have access to an extensive range of natural and open-ended resources to encourage them to play and explore in different ways.

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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 had a tour of the childminder's home, including the kitchen, garden and play areas.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, qualifications and her policies and procedures, including safeguarding, risk assessments, accident and medication records.

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Inspection activities

 The inspector discussed children's learning and progress with the childminder and viewed children's records, including observations and assessment files.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.

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Inspection activities

 Although parents were not available to speak with, the inspector looked at comments on parent questionnaires and thank-you cards.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged four- and eight-years-old, in a house in Gledhow, Leeds. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre, and she visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder operates term time only, from 6.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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

 provide children with further opportunities to explore the natural world, for example, by developing children's interest in gardening so they learn more about living things

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

 build on opportunities for children to explore and investigate, for example, by providing a range of open-ended play experiences and resources, such as, wood, shells, feathers, metal utensils, fabrics and scented materials.

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who attend

Children make good progress in all seven areas of their learning and development. This is because teaching is rooted in the childminder's good knowledge of child development and a broad range of play experiences, which are carefully linked to children's interests and next steps in development. Children have opportunities to develop their own ideas and interests through the continuous provision of activities led by the childminder, which are focused on extending children's knowledge and skills further. This ensures that children have a good balance of child-initiated experiences and adult-led opportunities. Overall, teaching is very good. For example, during a sorting activity the childminder focuses on shape and numbers to extend children's thinking using skilful questioning. For example, the childminder questions children about sizes, shape and colour recognition, and allows them time to think and consider their answers. As a result, children's mathematical

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who attend

development is extremely well supported. The childminder has a system in place for completing the progress check for children between the ages of two and three years, with their parents. She understands the importance of sharing the checks with parents and other professionals if, or when appropriate. Parents are provided with daily feedback at the end of the day. Consequently, parents are kept well informed of how their children's learning and development is promoted in the childminding provision. The childminder understands the importance of tracking children's progress in order to identify any gaps as they appear and to support children to reach their potential.

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who attend

Accessible resources encourage children to explore, thereby extending their curiosity. As a result, children become active learners and are well prepared for the next steps in their learning. However, there are fewer opportunities for children to explore and investigate natural and open-ended resources. This means opportunities for them to play and explore imaginatively are less well promoted. Children become absorbed in play of their choosing and through supportive interactions become good thinkers. Children choose to play with a selection of vehicles and spend time using and sharing the vehicles, supporting their social development. The acquisition of communication and language skills is extremely well supported as the childminder models language effectively. The childminder describes the noises of each vehicle, saying 'whoosh' and 'vroom'. She names the colours of the vehicles as she passes them to children. The childminder supports this further by reading books to

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who attend

match the vehicles and by discussing the sizes of wheels when the children have seen each item. The childminder supports children to recall first-hand experiences of trips on buses and seeing tractors to effectively support their speech and language development.

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who attend

Learning and development is enhanced further for children through regular visits into the community, such as, a toddler group, the local play gym and trips to a local park. As well as complementing the activities provided in her home, this gives children the opportunity to experience open spaces and to be part of a larger social group in preparation for when they start school. The childminder's effective teaching and sensitive interaction with children further promotes children's understanding of the wider community. For example, she talks with children about recent events, such as a family holiday or a birthday and about how this can be incorporated into their play, gently encouraging them to take turns to speak and to value each other's conversations. Overall, children suitably gain the skills to support their future learning.

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

Children settle well because the childminder takes time to find out about the children's preferences, needs and routines. For example, information gained from parents is recorded at the time of registration to ensure specific needs and allergies are known about and are accurately addressed. This strong emphasis on individual care helps to ensure children make a smooth move from their home into the childminder's care. Children are clearly comfortable in the childminder's home, approaching her confidently to speak and to ask for help. This means that they are forming strong emotional attachments and feel safe in her care. The childminder takes time to talk to children; building self-esteem and making them feel special. As a result, children demonstrate independence and confidence as they explore the range of resources.

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

Children behave well when they are playing and the childminder reminds them about sharing toys and taking turns. Children make independent choices and initiate their own play from a good selection of resources, which are clearly labelled and are stored at a low- level. This further supports children's understanding of literacy as they undertake daily activities. As a result, children play happily together and direct their own learning. The childminder is calm and polite to children, for example, she clearly explains why they need to tidy the toys away and tidies with them. This helps children to develop positive behavioural skills and speak about their feelings and actions. The childminder has a written behaviour management policy that she follows, which she discusses with parents and uses to set clear boundaries. Children take small, but safe risks when playing and the childminder offers support through constant discussion. For example, children avoid

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

obstacles in the home and garden; they access child-sized furniture and they are developing awareness about risks when walking to school or near roads. This helps them to have a well-developed understanding of personal safety. The outdoor area is welcoming and resources are well maintained. It has a large grassed area and resources to some extent support children to explore and investigate. However, children are not able to fully build on their interest in the natural world, as opportunities to learn about growing things are less well provided for. Additional safety equipment is in place, such as safety gates on the stairs and high locks on external doors, to ensure children are unable to access them. This means children can play in a safe environment.

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

Children enjoy a well-balanced diet, which includes fresh fruit and vegetables. The childminder follows dietary requirements well so all children are included. At snack time, the childminder asks children their preferences and offers them healthy options. Children choose to have oranges and raisins. The childminder provides fresh drinking water for children in individual drinking cups and they have very healthy meals that they bring from home. The childminder encourages healthy eating through constant discussions about healthy food and how it keeps you physically fit, promoting children's overall health and well-being. The childminder outlines how she helps prepare children emotionally in making the move to school, by constantly building children's self-esteem and supporting their independence. As a result, children are emotionally prepared for the eventual move to school. Children have access to good opportunities to experience fresh air; they exercise

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

on a daily basis and enjoy walks to the nearby park.

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provision

Children's safety is given the utmost priority as the childminder has an effective understanding of the requirements to safeguard children. The childminder has comprehensive procedures to follow in the event of having any concerns about children's welfare. The policy also includes how to manage an allegation against an individual in her home, the safe use of cameras and mobile telephones and the safe storage of photographs. The childminder displays the relevant safeguarding posters for parents and ensures they are well informed about her responsibilities to keep children safe. The childminder ensures that potential hazards are minimised and effective safety measures are in place. For example, risk assessments clearly identify all reasonable steps the childminder takes to help to keep accidents to a minimum. The childminder holds a current paediatric first-aid certificate. She is confident in the action to take in the event of

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provision

an accident or minor injury and records all incidents. She shares this record with parents, who then date and sign the accident book. Children are supervised well and the childminder ensures they are always in sight or hearing at all times. All adults of the household have undertaken suitability checks to ensure that children's safety is promoted. As a result, safeguarding procedures and practices are good.

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provision

The childminder uses her knowledge well, to provide activities that keep children stimulated and interested. This supports them to make progress in all areas of their learning and development. The childminder also uses a tracking document to identify and target areas for improvement in children's development. The childminder reflects critically on her practice by using the Ofsted self-evaluation form. She recognises her strengths and accurately identifies areas for improvement, such as attending training and continually assessing children's individual needs and interests. This demonstrates the childminder's high level of commitment to improve the quality of care and learning that children receive. The views of parents and children are sought to inform the self-evaluation process and these demonstrate their high levels of satisfaction with the service that they receive. The childminder liaises with local Sure Start centres and shares good practice with other

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provision

childminders, which further supports and develops her knowledge of how children learn and helps improve the quality of the provision she offers. The childminder has successfully addressed the recommendations raised at her last inspection. For example, she has further developed her fire evacuation procedure, ensures that any new individual in her home is clear regarding safeguarding procedures and has revised her initial observation techniques to sharply focus on children's starting points in learning.

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provision

Partnerships with parents and other professionals are good. Parents are able to share information about their children with the childminder. They discuss children's interests and progress on a daily basis. Parents are asked to sign contracts and consent agreements, so that they are fully aware of the care and business arrangements. The childminder understands how to access support from other professionals if required, to enhance all aspects of children's care and development. The childminder has established good links with the local school. She offers a morning and afternoon drop off and pick up service, and visits the school on a daily basis, liaising with the class teachers and passing on relevant information to parents. This ensures that children's development is effectively enhanced and that they are prepared for their move to school and their future learning.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY439325 Local authority Leeds Inspection number 870596 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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

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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