Nunn, Mandy Elizabeth

Inspection date

Previous inspection date 17 June 2015 9 February 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 has high regard for the safety of children. She implements effective health and safety policies and procedures to keep children safe. The childminder and her assistant have a good awareness of child protection issues, which enables them to safeguard children and protect them from harm.  The childminder and her assistant are both well qualified and offer a wealth of knowledge, which they use to extend the children's learning. They make good use of training and regular network support meetings to ensure they keep up to date with current legislation and constantly provide high-quality teaching experiences.  Partnerships with parents are well established as the childminder allows time each day to support the two-way flow of information. Therefore, the individual care and learning needs of each child are met effectively.  Children excel in their communication and language development. This is because the

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This provision is good

childminder uses stories and rhymes effectively throughout the day. Children confidently predict and discuss the outcomes of stories and weave these into their own imaginative play.  Children are extremely happy and motivated as they play alongside each other and the childminder in this exciting and superbly resourced environment. All children explore and investigate outdoors with enthusiasm and excitement. This helps them to develop new skills and supports their well-being and enjoyment very effectively.

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It is not yet outstanding because:

 Opportunities for the childminder to observe and support her assistant's practice and teaching skills are not fully maximised.  The childminder does not take full account of the views of her assistant, parents and children when deciding what could be improved in her setting.

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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

 devise even better systems to assess the quality of teaching, for example, by introducing observations of each other so that positive examples of practice can be shared and any weaknesses can be addressed  develop the system for evaluating practice further by including more opportunities to review and act upon the suggestions and ideas of the assistant, parents and children.

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Inspection activities

 The inspector had a tour of the childminder's home, including the kitchen, garden and play areas.  The inspector carried out a joint observation with the childminder.  The inspector spoke to the childminder and her assistant about their practice at appropriate times during the inspection.  The inspector sampled children's progress records, the childminder's self-evaluation documents, the registers of attendance and a range of other documents, including safeguarding, accident and medication records.  The inspector checked evidence of the childminder's qualifications and the suitability of all adults living at the premises.

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who attend. This is good

The childminder has clear systems in place to ensure that all children make good progress in their learning. She involves parents from the beginning by finding out what their children already know and can do. The childminder's assessments of children's learning are accurate. She develops children's communication, physical, personal and social skills as a foundation for supporting and developing other areas of learning. Babies' emerging sounds are repeated back to them, which encourages them to repeat them again. Older children are encouraged to use language in many different situations. For example, when building with dough they recall how jellyfish swim in the sea and how insects move. Children are given time to think about their answer and to process their thoughts, to develop their thinking skills. Children carry out actions and use puppets as props as they sing rhymes and songs. They explore sounds and they are gaining skills that will support

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who attend. This is good

reading. Children confidently count throughout their play and the childminder extends this with the use of positional language. For example, during a hoop game the children count and discuss beanbags being next to or inside the hoop. They accurately count and recognise numbers, specifically related to their own age. This supports mathematics and writing in meaningful situations and prepares them well for school.

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good

Children are well supported when it is time for them to move on to other settings. The childminder and her assistant regularly take children to groups so that they have good opportunities to mix socially with other children. As a result, children have the confidence to embrace change, such as starting school or nursery. The childminder and her assistant help children to lead an active and healthy lifestyle. As a result, children embrace outdoor play, adopt good hygiene routines and enjoy eating healthy foods. Children behave well and the childminder effectively praises their achievements. As a result, young children smile with pleasure when, for example, the childminder tells them they are clever.

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provision is good

The childminder's good organisation and documentation underpins her effective practice and ensures that she meets the legal requirements of the Early Years Foundation Stage. She accesses training and sources support and knowledge online and from other professionals. This has a positive impact on children's care and learning. In addition, she ensures that her assistant receives the necessary training to carry out her role effectively. However, the childminder does not maximise opportunities to observe her assistant as a training resource, in order to raise the quality of teaching to an outstanding level. The childminder and her assistant monitor children's development so that there are no gaps in their learning. In addition, she works in partnership with other providers. Self-evaluation is in place and the childminder knows the areas she wishes to develop. However, she does not always take full account of the views of others, or consistently consider the impact this

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Setting details

Unique reference number EY233801 Local authority Bradford Inspection number 855803 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 16

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Name of provider

Date of previous inspection 9 February 2009

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Telephone number

The childminder was registered in 2002 and lives in Clayton, Bradford. She operates all year round from 7am to 6pm Monday to Friday, except for bank holidays and family holidays. The childminder has a relevant qualification at level 3 and works with an assistant.

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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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