Naz, Farah

Inspection date

Previous inspection date 12/01/2015 11/08/2009

p.1

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

p.1

This provision is good

 Children's emotional well-being is supported well because the childminder forms caring and nurturing relationships with children.  The childminder's teaching is good. She effectively monitors children's progress through accurate observation and assessment. As a result, planned activities are purposeful and children make good progress in their learning.  Safeguarding procedures are stringent. The childminder has effective child protection procedures in place and maintains an environment that is safe.  Partnerships with parents and other professionals are strong. Consequently, information is exchanged well to promote continuity of care and learning.  The childminder uses self-evaluation well to evaluate her provision and identify areas for improvement.

p.1

It is not yet outstanding because

 The childminder does not always foster children's developing creativity because some art activities are over-directed.  The childminder does not make the most of opportunities for children to see print in context.

p.1

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

p.2

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.

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector looked at evidence of the suitability of the childminder and other adults in the household, children's assessment records and a sample of policies.  The inspector discussed the childminder's self-evaluation form.  The inspector considered the views of parents, provided through written feedback.

p.2

Information about the setting

The childminder was registered in 2007 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 four children in Bradford. The whole ground floor of the house and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently seven children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder 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.

p.3

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

 enhance opportunities for children to express themselves creatively, for example, by minimising adult direction during art activities

p.3

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

 maximise opportunities for children to see print in context, for example, by labelling resources with print and visual clues.

p.3

who attend

Children make good progress in their learning and development because the childminder knows how children learn. She monitors their progress well, through precise observation and assessment. As a result, planned activities are purposeful and meet the learning needs of individual children. Parents contribute to the assessment process well by completing 'All about me' forms on entry to the setting. They provide information about their child's home learning experiences through completion of ongoing documentation. The childminder uses this information effectively to extend and enhance children's learning experiences. Parents additionally receive regular feedback about their child's progress through daily discussions and written development summaries. This means that parents are included in their child's learning and are kept well informed of their progress.

p.3

who attend

The childminder has a good range of age-appropriate resources available that promote children's exploration and discovery. Children confidently follow their own interests by selecting their own resources and activities. They develop the necessary skills needed for future moves to school. For example, children learn basic mathematical concepts through number rhymes. The childminder teaches children how to identify different colours and shapes through play-based activities. Children develop the physical skills needed for early writing by experimenting with mark-making tools. The childminder successfully promotes children's interest and enjoyment in books by questioning children about the pictures. Children's artwork is displayed attractively on display boards as a celebration of their achievements, and their hard work is rewarded with praise and encouragement. As a result, children are keen learners. Posters and name labels help children to understand

p.3

who attend

that print carries meaning. However, the childminder misses opportunities to enhance children's early reading skills even further, by labelling resource boxes with print and visual clues.

p.4

who attend

Children develop positive attitudes to learning because the childminder makes learning enjoyable. She enthusiastically follows children's lead, as they pursue their own interests and use resources flexibly to support their play. Therefore, children are fully engaged in activities and persist until they have completed tasks to their satisfaction. The childminder successfully promotes children's language development by providing a commentary of what they are doing. She uses questioning well to enhance children's thinking. Children learn descriptive vocabulary as the childminder models language to describe texture during a clay activity. Children engage in a sticking activity, which they enjoy. The childminder provides them with a good range of resources to promote their exploration. For example, children learn how to manipulate glue tubes, as they spread the glue to form shapes on the paper. However, the childminder provides too much direction during this

p.4

who attend

activity. This does not enable children to represent their own ideas and be creative.

p.4

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

Children develop strong affectionate bonds with the childminder, who is friendly and caring. Effective procedures are in place to help children settle in quickly. For example, children initially attend the setting for short periods of time with their parents, so that they develop positive relationships with the childminder. As a result, children are happy and their emotional well-being is effectively supported. The childminder consults with parents to find out about children's preferences, interests and care needs. This means that the childminder can tailor care to children's individual needs and ensures consistency between the setting and home. The childminder has a clear understanding of how to manage children's behaviour effectively. She has house rules in place, which are positively reinforced through praise and encouragement. As a result, children know what is expected of them and behave well.

p.4

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

Children develop good hygiene practices because the childminder is a good role model. She ensures that children wash their hands after using the bathroom and before mealtimes. The childminder provides healthy snacks and meals, which are nutritious and well balanced. For example, children enjoy chicken, vegetables and rice for lunch and fruit is provided as a snack. The childminder talks to children about healthy eating in order to support them to make healthy lifestyle choices. Children play outside on a daily basis and regularly visit local parks and shops. This ensures that they benefit from regular fresh air and exercise, which promotes their good health. The childminder teaches safety well through routine. For example, children learn how to cross the road safely because the childminder acts as a good role model by using the crossing patrols. Children participate in regular fire drills. Therefore, they know what to do in the event of an emergency

p.4

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

Children are self-assured and display high levels of self-esteem. They engage positively with the childminder, who is playful in her interactions. Children independently explore the environment and try new things, knowing that the childminder is close by for reassurance. The childminder effectively teaches children how to take turns and work cooperatively with others, through sensitive reminders. Children regularly visit groups at the local children's centre, where they develop friendships with other children in the community. The childminder supports children to learn about routine because she provides explanations about what will happen next. This effectively supports children to make predictions and prepare themselves for changes in routine. These good practices prepare children well emotionally for future moves to other settings.

p.5

provision

The childminder has a clear understanding of her responsibilities to safeguard children. Effective security systems are in place to prevent children from leaving the setting unsupervised. Visitors are required to identify themselves and record their arrival. Records relating to accidents and medication are well maintained and copies are provided to parents, to ensure children's good health is always promoted. The childminder has a secure knowledge of child protection procedures. For example, she knows the possible indicators of abuse, how to record concerns and how to make a referral to the appropriate authorities. The environment is clean and safe. Risk assessments and safety checks are completed regularly to ensure that potential hazards are identified and minimised. The childminder holds a valid paediatric first-aid qualification. This means that she can provide emergency treatment in the event of an accident. Therefore, children are protected from

p.5

provision

The childminder is committed to improving practices in her setting and has made good progress since her last inspection. For example, the childminder has reviewed the risk assessment process to ensure that all areas of the home and outings are evaluated. She has implemented previous recommendations made by Ofsted and has attended training in order to further enhance her knowledge and skills. This has undoubtedly raised the standards of her teaching and therefore improved outcomes for children. The childminder continues to use self-evaluation well, as a basis for planning improvements. She uses feedback from parents, children and other professionals effectively, which ensures that planned developments are relevant. The childminder has a secure underpinning knowledge of how children learn and develop. She provides a good range of challenging activities that promote learning across all seven areas. Children's progress is monitored

p.5

provision

well, using tracking systems. Therefore, gaps in children's learning are quickly identified and addressed.

p.5

provision

Partnerships with parents are good. The childminder regularly exchanges information with parents to promote consistency of care. She provides them with up-to-date information about forthcoming events and activities that have taken place, through photographs and notice boards. Parents are included in their child's learning. For example, parents record their observations of children's key skills and competences. The childminder successfully uses this information as part of her assessment process, in order to individualise planning for each child. Children who attend more than one setting are supported well. This is because good information sharing practices have been established, that promote a shared approach to learning. Strong links have been established with local feeder schools and development records are exchanged. As a result, continuity of children's learning is promoted well.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY347337 Local authority Bradford Inspection number 820820 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

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

p.10