Kaye, Jane

Inspection date

Previous inspection date 18 May 2015 10 November 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder effectively supports older, more able children's learning with her good quality interaction during care routines and activities. She closely reviews children's development and what they need to do next, helping them make good progress.  Children are effectively encouraged to manage self-care skills and develop good levels of independence. This means they are prepared well for moving on to school.  There is ongoing close consultation with parents, particularly during the well-organised settling-in period. Consequently, children's and babies' emotional well-being is fostered successfully through their secure attachments with the childminder.  The childminder has established strong partnerships and good communication systems with other providers, enhancing children's learning.  Children behave well and have ample opportunities to socialise and interact with their peers.  The childminder reviews her provision, using successful self-evaluation tools. As part of

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This provision is good

her continual drive for improvement, she has a strong commitment to her own professional development.  Children have ample fresh air and physical activity, and take part in good hygiene routines. Consequently, they learn about practices that contribute to a healthy lifestyle.

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It is not yet outstanding because:

 The childminder does not always facilitate some children's preferred learning styles, to enhance their early reading and writing skills.  There is scope for the childminder to enhance her interactions with babies and extend her resources, media and materials, to support their emerging exploration of the world around them.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 enhance planning, in order to provide alternative ways to foster boys' early reading and writing skills where they have a preference for outdoor learning, so that their learning is maximised and all children make the best possible progress  extend and support babies' learning with greater success, for example, by observing and monitoring how they play more closely and increasing adult interaction, and by developing the range of resources, media and materials to support their emerging exploration of the world around them.

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Inspection activities

 The inspector observed activities and care routines in the lounge and kitchen.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector carried out a joint observation with the childminder.  The inspector looked at a selection of policies, documentation, children's records and evidence of suitability checks.  The inspector took account of the information provided in the childminder's self- evaluation document and improvement plan, local authority documents and written feedback from parents and other providers.

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who attend. This is good

Children confidently choose from a good selection of accessible toys and activities. They have some opportunities to make marks and recognise words, such as their name. Furthermore, the childminder fosters children's love of books with her exciting storytelling, questioning and interesting use of props. Such activities foster children's early reading skills, preparing them for moving on to school. However, some boys prefer being outdoors. This is not always fully taken into account, to develop their interest in print in more engaging ways. Babies show an early interest in the world around them, enjoying social interactions. They increasingly experiment with sounds in response, and observe objects intently. However, the childminder has not yet fully developed the range of resources, media and materials, to enhance this early exploration and investigation. The childminder positively interacts with babies, offering them toys, such as things that make

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who attend. This is good

sounds. She does, however, focus more of her attention on extending and supporting more able children's learning. Children's early understanding of mathematics is supported well as they play a ladybird number game.

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good

New babies, and children attending since they were babies, are very settled. The childminder is warm and loving. She tends to babies' care needs sensitively, and in line with home routines, promoting their physical well-being. The childminder talks to babies about what is happening during care routines, developing their early communication skills. The childminder creates a safe, bright and welcoming environment. This is enhanced with children's artwork, such as their self-portrait collages, and photograph displays and booklets. Consequently, children feel a strong sense of belonging and are able to recall and reflect on their learning. Children patiently take turns while playing games, and share ideas while playing imaginatively with role-play toys. Children enjoy helping with tasks, such as preparing their healthy lunch. They butter their bread, grate the cheese, chop up eggs and pour water.

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provision is good

The childminder implements the Early Years Foundation Stage successfully. She ensures that children reaching 16 years are vetted, which contributes to good safeguarding arrangements. Parents are well informed about their children's progress and support this at home. Children's move to nursery is seamless because of close links with staff and the use of a photograph transition booklet. Everyone works consistently to support children's learning. The childminder attends information sessions and meetings, complements topics and borrows resources, such as story sacks. Written feedback from parents and others is very positive. The childminder has enhanced the quality of her provision since her last inspection. For example, she is now able to provide funded nursery education and makes good use of available training. This includes recently gaining a childcare qualification.

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Setting details

Unique reference number 302347 Local authority Bradford Inspection number 867374 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 10 November 2009

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Telephone number

The childminder was registered in 1994 and lives in the Wibsey area of Bradford. She operates all year round from 6.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate early years qualification at level 3.

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Telephone number

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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Telephone number

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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Telephone number

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

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