Jacques, Rebecca

Inspection date

Previous inspection date 6 May 2016 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Young children are inquisitive and independent. They actively explore their environment, enjoying investigative play outdoors. The childminder motivates and builds on their existing skills with her enthusiastic and skilful interaction.  The childminder effectively supports young children's early speech development. She builds on their vocabulary well, continually using lively dialogue and introducing new words. She is animated when she reads stories and spontaneously sings familiar songs as young children play.  Parents are closely consulted on their children's care and learning through strong channels of communication. Written feedback is exceptionally complementary.  Young children's emotional and physical well-being are effectively fostered. They have a secure attachment to the childminder. They thrive on her cuddles and giggle as she tickles them playfully. The childminder effectively responds to their care needs.

p.1

This provision is good

 The childminder helps children make good progress through a broad range of learning experiences. These are enhanced greatly through an extensive range of interesting outings, including those based around young children's interests. For example, they visit the farm and observe lambs being born and go to rhyme and dance groups.

p.1

It is not yet outstanding because:

 Sometimes, planned arts and craft activities are over directed or not precisely resourced for young children, given their current interests, skill level and stage of play. This means that, on occasions, they cannot achieve what they set out to do and explore their own ideas.  The childminder does not make the best use of opportunities to extend her professional development so that teaching and children's learning is raised to an outstanding level.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 facilitate young children's interests and support their individual learning to the highest level during adult-led activities  focus more precisely on identifying professional development opportunities that help raise the quality of teaching and children's learning to an outstanding level.

p.2

Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed a joint observation with the childminder.  The inspector spoke to the childminder and children at appropriate times throughout the inspection.  The inspector looked at relevant documentation, such as, the childminder's self- evaluation, written feedback from parents in pre-inspection letters and questionnaires and records of learning and planning. She also checked the suitability of those living on the premises.

p.2

Effectiveness of the leadership and management is good

The childminder undertakes some self-reflection and reviews her policies, procedures and practice in line with changes to legislation. She distributes parent questionnaires to help shape and enhance her service. The arrangements for safeguarding are effective. The home is safe and secure and there is a good range of safety equipment. The childminder has a secure knowledge of child protection issues and she closely monitors young children as they nap. She also closely supervises them as they tentatively practise their developing physical skills, such as getting in and out of wheeled toys and negotiating steps. Parents receive good quality information about the service and their children's care and learning, for instance, via emails and daily journals.

p.3

Quality of teaching, learning and assessment is good

The childminder closely monitors young children's progress, using this knowledge to plan for what they need to master next, in discussion with parents. Young children's enjoyment is enhanced by the childminder's fun and energetic nature. They delight in filling and pouring, using different utensils in the sand tray and water buckets. They enjoy the texture of the sand on their bare feet as the childminder suggests they take off their shoes and socks. As young children transport the water, they create wet sand. The childminder excitedly builds on their ideas, suggesting they make a sand pie. She texts photographs of this to parents, enabling them to share in children's experiences as they happen. The childminder spontaneously incorporates early mathematical concepts as she talks about size and counts the farm animals and jugs of water. She explains and models how things work, such as a magnetic pulley system.

p.3

Personal development, behaviour and welfare are good

Parents share detailed information to help the childminder find out about home routines, children's individual needs and what they already know and can do on entry. Information from previous settings is also utilised well. Young children's achievements are met with frequent praise and encouragement. This helps to foster their self-esteem and confidence. Good hygiene routines are made fun by the childminder and young children quickly become confident with these. They have good appetites and enjoy healthy snacks and freshly prepared meals, such as pasta and homemade tomato and vegetable sauce. Young children develop early independence as they lead their own play and learn about keeping safe and healthy. For example, the childminder explains why she is zipping up the entrance to the trampoline and applying sun cream lotion. She also discusses why she is changing their wet clothes.

p.3

Outcomes for children are good

Young children are making good progress in the short time they have been attending. They have an eager disposition to learning and are developing positive relationships as they play alongside each other. They are sensitively supported in managing their feelings and behaviour, sharing and taking turns. They attend many groups, enhancing their opportunities to socialise and develop an understanding of the wider world. They are developing early key skills that prepare them well for moving on to nursery.

p.3

Setting details

Unique reference number EY456444 Local authority Bradford Inspection number 931950 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 2

p.4

Name of provider

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2013 and lives in the Oldfield area of Keighley, Bradford. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5