Bradford Debra Gaye

Inspection date

Previous inspection date 27/11/2014 22/06/2010

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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

 The childminder is dedicated and committed to improving her knowledge and skills. She works effectively with her assistant to support children in their learning and development. As a result, children are able to make good progress and their well-being is effectively promoted.  Children are happy, well-settled and form secure attachments. This is because the childminder and her assistant are approachable, kind and caring.  The childminder works closely with parents, which helps to ensure children' s individual needs are effectively met.  The childminder promotes a safe and secure environment as she effectively minimises risks. She has a good understanding of safeguarding procedures, which means children are kept safe in her care.

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It is not yet outstanding because

 Younger children occasionally miss out on opportunities to freely chose activities because resources are not readily accessible in all areas of the childminder's home.

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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 checked evidence of suitability and qualifications of the childminder and assistant and their self-evaluation.

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Inspection activities

 The inspector observed activities in the home and carried out a joint observation with the childminder.

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Inspection activities

 The inspector looked at a selection of policies, procedures and children's assessment and development records.  The inspector took account of the views of parents through written comments.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her adult daughter. The childminder is registered to work with an assistant. The whole of the ground floor of the house is used for childminding. The family has four cats, one dog, three rabbits and birds as pets. The childminder attends a toddler group and activities at the local library. She visits the local shops, cafes and park on a regular basis. She collects children from local schools. There are currently 22 children on roll, of whom seven are in the early years age group. They attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder 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:

 increase the opportunities for younger children to be independent and make their own choices by considering how resources and equipment can be made more readily accessible.

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who attend

The childminder and her assistant have a secure knowledge of the Early Years Foundation Stage. They know the children well and plan effectively for their next steps in learning. They record regular observations of children as they play and use this information to make accurate assessments of children's level of development. Learning journals are nicely presented and contain a range of information, including photographs. Children and parents enjoy looking through them. Parents are invited to take them home to view in their own time and are able to add their own comments about their child's achievements at home. Consequently, the childminder obtains a full picture of children's abilities, which helps her to pitch activities at an appropriate level to support their ongoing development. The childminder has completed the required progress checks for children between two and three years of age and shares these with parents and other professionals. As a result, any

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who attend

gaps in a child's learning are quickly identified and planning is tailored appropriately to meet their needs.

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who attend

The conservatory is used as the main play space where toys and resources are stored in low-level boxes and shelves. Labels with words and pictures help children to see what is in each box and, therefore, they are able to make their own choices. In addition, children are free to explore the lounge area and to move toys and equipment from one space to the next as they prefer. This works well for the older and more established children as they confidently move from one space to the next and select what they would like to play with. However, on occasion, younger children and those new to the setting miss out on opportunities to make their own decisions and be independent as they are less confident or able to move from one space to the next.

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who attend

The quality of teaching is good. The childminder and assistant engage positively with the children joining in as they play. For example, young children intently watch and listen as the childminder builds a tower of bricks counting 'one, two three'. The childminder steps back and allows children to have a go themselves. They show their growing confidence, physical skills and determination as they carefully place one on top of the other. Their strong sense of achievement and pride is evident as the bricks wobble but do not fall. Together with the assistant, young children make marks using tools on a mat. The assistant talks to them as they create shapes and patterns, offering timely questions and introducing new vocabulary to promote understanding. Children babble and point confidently to express their ideas, wants and needs. They show their creativity and imagination as they use musical instruments. The childminder talks about how children

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who attend

love to sing and dance, joining in with words and actions of favourite songs and rhymes. Children have ready access to books and reading materials and enjoy regular visits to the local library. Children have regular opportunities to participate in learning opportunities both in and outside of the home. They visit local parks and recreational areas where they benefit from the fresh air and exercise. Children learn about nature and explore natural materials as they play with the mud, water, twigs and grass in the garden kitchen.

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

The childminder provides a warm and welcoming homely environment, which helps children to feel comfortable and emotionally secure. Children form strong bonds with her and her assistant and together they ensure that children's emotional well-being is consistently supported. The childminder knows the children very well and is able to attend to their needs sensitively and quickly. For example, she sees when children are tired and offers appropriate support to help them settle and get the rest they need. Settling-in procedures are flexible to meet the individual needs of children and their families. At an initial meeting, the childminder gathers detailed information from parents. This includes, children's care needs and routines. The childminder records this in their individual records. As a result, children settle quickly and benefit from the consistent care. The childminder has well established relationships with other professionals, such as teachers. Children

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

become familiar with the local school as they go with the childminder to collect older children. This helps to ensure that children are emotionally well prepared for the next stage of their learning, such as school.

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

The childminder's home is well resourced with a varied range of play equipment, both indoors and outdoors, and is a place where children feel safe and secure. Children's understanding of how to keep themselves safe is promoted as the childminder talks to them about road safety and reminds young children that the fire is hot. They practise emergency evacuations and talk about the importance of this. Children show generally good levels of independence. For example, young children are given the time and opportunity to feed themselves and do so with developing skill. The childminder and assistant implement an effective behaviour policy. They ensure they adopt a consistent approach which helps children feel secure and understand what is expected of them. Children are encouraged to play co-operatively and older children, supported by the childminder, are learning to resolve issues themselves. The childminder and assistant give

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

children lots of praise and celebrate their achievements. This builds children's self-esteem and confidence.

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

The childminder promotes healthy lifestyles. Hygiene procedures such as regular hand washing, is promoted from an early age in order to lay the foundations for good habits later. Children have easy access to the bathroom and use individual hand towels to minimise the risk of cross-infection. The childminder works closely with parents to provide a good range of healthy meals and snacks. This supports children in making healthy choices. Fresh water is readily available at all times. Older children serve themselves and young children have their own cups which are regularly refreshed by the childminder. She reminds them to have drinks throughout the day. As a result, children learn to recognise their own needs and help themselves to water when they are thirsty. Children have opportunities to develop their physical skills and to benefit from fresh air and exercise. For example, they walk to school, visit the park and go to different places in the local

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

environment. In addition, they have regular access to the childminder's garden. Indoors, children dance to music and younger children are actively supported to crawl and take their first steps.

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provision

Children are kept safe and protected from harm. The childminder has a secure knowledge of child protection arrangements and has kept up-to-date with safeguarding training. Consequently, she is aware of the action to be taken should she be concerned about a child in her care. Together with her assistant, they have prepared and implement well thought out policies and procedures. In addition, the childminder ensures that suitability checks are completed for all adults living and working in her home. These procedures help to protect children. The childminder carries out thorough risk assessments to minimise potential risks to children attending. Appropriate safety equipment is used according to the ages and needs of the children attending. Furthermore, constantly working in partnership with her assistant means children receive close supervision and support. Documentation and records are well organised and reviewed regularly. This includes systems for recording

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provision

information about children's specific needs and the necessary parental consents.

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provision

The childminder works in close partnership with parents to encourage children to achieve to the best of their ability. Parents are provided with clear information about their children's care, welfare and progress through daily discussions with the childminder and her assistant. The childminder promotes an active two-way exchange of information and ensures parents are given regular opportunities to feedback any concerns or compliments. Parents comment that they are very happy with the service the childminder provides. They feel that their children are happy and have made good progress in their learning and development. The use of a daily diary and text updates means parents also receive regular written feedback about their children's day. The childminder and her assistant have a clear understanding of children's individual needs and meet these well. They have established good links with other early years settings that children attend. This helps to maintain

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provision

continuity of learning and development for each child.

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provision

The childminder has successfully addressed actions and recommendations raised at her last inspection. Consequently, children's safety and learning experiences are improved. Working in partnership with an assistant has had a positive impact on the childminder's provision. This is because the childminder and assistant balance and support each other well which in turn benefits the children that attend. The childminder communicates regularly with other childminders in the local area and is a member of the Professional Association for Childcare and Early Years. She regularly researches and reads published articles to enhance her knowledge of current issues. In addition, the childminder is open to support and guidance from local authority advisors and has accessed a number of training courses. As a result, she is focused on continually improving the service she provides.

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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 EY269519 Local authority Leicestershire Inspection number 819858 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 22

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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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