Maddock, Laura Jane

Inspection date

Previous inspection date 13/11/2014 08/02/2010

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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 are happy and confident in the childminder's care because she has developed strong trusting relationships with them.  The childminder has created a highly stimulating environment that supports children to make independent choices and follow their own interests. As a result, children develop positive attitudes towards learning and are prepared well for school.  Teaching is good because the childminder has a secure knowledge of how children learn. She uses observation and assessment well to identify children's next steps and plan purposeful learning experiences that meet their needs.  The childminder has a clear understanding of her responsibility to safeguard children. She has a secure knowledge of child protection procedures and maintains an environment that is safe.  Partnerships with parents and other professionals are well established. As a result, information is shared well to promote children's continuity of care and learning.

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It is not yet outstanding because

 The childminder does not always make the most of opportunities to extend children's thinking, for example, by using open-ended questions.  Planned adult-directed activities do not always effectively consider children's interests.

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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 activities and spoke to the childminder and the children.  The inspector toured the areas of the home used for childminding purposes.

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Inspection activities

 The inspector looked at evidence of suitability, children's assessment records and a sample of policies.  The inspector discussed the childminder's self-evaluation form.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is also a registered childminder, and two children. They live in a house in the Holmewood area of Bradford. The whole of the ground floor and the rear garden are used for childminding. The family has a cat and a rabbit as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 11 children on roll, six of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 provide even more opportunities for children to develop thinking, for example, by asking more open-ended questions

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

 sharpen planning systems to provide a more precise focus on children's interests, so that all children are fully engaged in adult-led activities.

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who attend

The childminder has created a highly stimulating environment that supports children to develop the characteristics of effective learning. Children develop independence as they select their own resources from the wide range accessible to them. They develop ideas and make connections as they follow their own interests and persist in activities of their choosing. Children's progress is monitored well, through an effective observation and assessment process. Parents are provided with regular summaries of their child's development, so that they share in their child's learning experience and extend learning at home. The childminder successfully identifies appropriate next steps in children's learning and plans purposeful learning experiences to support their progression. However, although the childminder supports children's interests well during their self-chosen play, on occasion she does not fully consider their interests when planning adult-initiated activities. As a

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who attend

result, occasionally not all children are fully engaged in activities, such as baking, and distract other children, who are interested in the activity. Children make good progress in their learning because teaching is good. The childminder interacts well with children and supports their persistence in activities by extending their play. For example, children play with dinosaurs and the childminder models imaginative play. She effectively uses questioning to help children recognise the different features of each dinosaur. However, on occasions, the childminder misses opportunities to further extend children's thinking through the use of open-ended questioning. Younger children explore sensory materials with support from the childminder. She effectively adapts activities in accordance with their needs and provides reassurance and praise to help them to explore new things.

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who attend

Children are confident and display high levels of self-esteem. For example, children eagerly look at photographs of past events in the setting and proudly provide explanations as to what they have been doing. Children develop social skills, as the childminder effectively teaches them how to play together and share resources fairly. They eagerly explore the environment, engaging in a wide range of interesting and purposeful activities. As a result, children develop positive attitudes towards learning and are prepared well for school. Through play-based activities, children learn how to solve simple problems as they play with construction resources. For example, children create a house that is missing a wall and the childminder encourages them to rectify this. The childminder effectively provides praise and encouragement. Therefore children persist in the activity and independently work out how to solve the problem.

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

Children are happy and content in the childminder's care because she has developed strong affectionate bonds with them. Settling-in arrangements are flexible and ensure that children are given time to develop positive relationships and learn new routines. Parents provide information about children's specific needs by completing All about me forms. Consequently, children settle quickly and their emotional well-being is successfully supported. Children share resources fairly in the setting and behave well. This is because the childminder is consistent in her approach to behaviour management. She effectively uses positive reinforcement and praise to emphasise rules and help children to play harmoniously together.

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

The childminder promotes children's health well. She provides a range of nutritious meals and drinking water is available for children throughout the day. Children learn about healthy eating practices well through books, discussions and information posters. Hygiene practices are an integral part of the well-established daily routine. Consequently, children learn the importance of washing their hands before mealtimes and after using the bathroom. Children have access to the outdoor play area throughout the day. This means that they benefit from fresh air and physical exercise. The childminder effectively supports children to take sensible risks and begin to manage their own safety. For example, young children challenge themselves by climbing apparatus in the outdoor area, knowing that the childminder is close by for support. They learn about road safety during visits out of the setting and help to maintain a safe environment by tidying resources away when they

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

have finished with them. Children regularly visit playgroups in the local area, where they develop positive relationships with people outside the setting. They enjoy playing together and make friendships with other children, as they initiate conversations, negotiate plans and share ideas. The childminder effectively supports children to be confident by offering praise and encouragement. She helps them to develop self-help skills well by providing them with opportunities to do things for themselves. For example, children hang their own coats up and put their shoes away in the cupboard after coming inside. Consequently, children are prepared well for future moves to other settings.

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provision

The childminder has a clear understanding of how to safeguard children. She has a secure knowledge of the possible indicators of abuse and knows how to make a referral. The environment is well maintained and effectively risk assessed. Safety and security practices are stringent, which effectively keep children safe. For example, the childminder monitors children, who are sleeping in the adjacent room, well using closed circuit television. Accident and medicine records are completed well and copies are provided to parents. The childminder holds a valid paediatric first-aid qualification, which ensures that she can provide emergency treatment in the event of an accident.

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provision

The childminder is enthusiastic and committed to improving standards in her setting. Since the last inspection by Ofsted, the childminder has attended a wealth of training, which has supported her to make improvements. For example, the childminder has developed children's learning journals to clearly show the progress they are making. This means that gaps in children's learning are identified and addressed quickly. She effectively evaluates the effectiveness of the service she provides by using knowledge gained from training and feedback from parents. As a result, planned developments are relevant and meet the needs of the families who attend. The childminder has a good understanding of how children learn and develop. She has created a highly effective environment that promotes all seven areas of learning. She tracks children's progress well and accurately identifies appropriate next steps in children's learning. Therefore planned activities are purposeful

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provision

and children make good progress in relation to their starting points.

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provision

Partnerships with parents are strong. The childminder effectively exchanges information with parents to ensure continuity of care and learning. For example, parents receive regular feedback through daily sheets, summative development records and daily discussions. Newsletters inform parents of events in the setting and notice boards provide them with current information. The childminder has successfully developed effect links with other settings. She shares children's development records well in order to provide an accurate account of children's current attainment levels.

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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 EY398187 Local authority Bradford Inspection number 879323 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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