Childminder EY403466

Inspection date

Previous inspection date 17 August 2016 21 March 2016

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 The childminder does not assess children's progress accurately enough across the seven areas of learning. This means she does not have a clear picture of each child's stage of development. This has an impact on the accuracy of planned next steps in learning and information that she can share with parents.  The childminder does not understand how the progress check for children between the ages of two and three can be used to promote integrated working.  The childminder does not establish effective partnership working with other settings.  The organisation of the environment does not fully support children's focus and concentration.  Although improvements have been made since the last inspection, evaluation of the practice is not yet rigorous enough.

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It has the following strengths

 Children are happy and clearly at ease. They form secure attachments to the childminder who interacts positively with them, boosting their self-esteem and confidence.  The childminder reinforces behavioural expectations, such as sharing and taking turns, and helping children to learn important social skills.  The childminder has a secure knowledge of child protection issues.  Children have good access to outdoor play and outings, which contributes to their physical well-being and enhances their learning experiences.  Children develop independence and enjoy helping with tasks.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 ensure that assessments of children's learning are robust; use information more effectively to identify and plan for any gaps in children's learning and to accurately inform and involve parents 31/08/2016

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Due Date

 develop knowledge of how the progress check for children aged between two and three years and the health and development review undertaken by health visitors can inform one another, in order to fully support children's learning and development 31/08/2016

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Due Date

 ensure there is a regular two-way flow of information with other settings, in order to fully ensure a shared and consistent approach to children's care and learning. 14/09/2016

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Due Date

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

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Due Date

 enhance children's ability to focus and concentrate  develop the systems for evaluating all aspects of practice to identify key weaknesses and areas for development that will have the most significant impact on the quality of the provision.

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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 children's records of learning, local authority support documents and evidence of the suitability of those living on the premises.

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Effectiveness of the leadership and management requires improvement

Where children attend nursery, there is a lack of information sharing. This prevents the childminder from promoting continuity in children's care and optimising their learning. The childminder uses various sources to help develop her knowledge and practice and address actions. This includes her local authority. However, her own assessment of her practice is not effective enough to precisely target key areas for improvement. The arrangements for safeguarding are effective. The childminder can identify signs of abuse or neglect and is familiar with all aspects of reporting procedures. She demonstrates safe practices, such as keeping the keys to locked doors close to hand in case of an emergency. Care information is shared daily with parents and details of what children are learning are displayed.

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Quality of teaching, learning and assessment requires improvement

Although the childminder has improved observation, assessment and planning since the last inspection, systems are not yet fully robust. The childminder does not always check what children know and can do closely enough. This means she cannot fully ensure precise planning for children's next steps for learning and identify any gaps in their learning. This also has an impact on her ability to accurately share children's progress with parents and discuss how they can support learning at home. The childminder does not make the best use of the progress check for children aged between two and three years to ensure an integrated approach with health professionals. Children enjoy exploratory play in the sand and water, and the childminder suitably extends their learning. The indoor environment is made welcoming through a wide range of print, helping to support children's early literacy skills.

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Personal development, behaviour and welfare require improvement

Transitions are not supported well enough to fully support children's emotional well-being when they start nursery and then move between settings. However, the childminder does gather important information from parents to help children settle with her. Children's sense of belonging is fostered. They confidently find their photograph to self-register and readily access their labelled towel peg after washing their hands, before helping to prepare snack. Children receive praise and encouragement, which helps them to feel valued. This is reinforced through the 'achievement tree'. Children listen and focus well during adult-planned activities, such as the, 'What's in the bag?' singing activity. Despite this, some areas are cluttered and at times this has an impact on the children's ability to focus and concentrate. Alongside healthy meals, children make sandwiches with home- grown food, such as cress, learning about where food comes from.

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Outcomes for children require improvement

Children do not yet make the best possible progress because of the weaknesses in the assessment arrangements and partnership working with others. Nonetheless, they enjoy their time with the childminder and overall are developing skills that prepare them for moving on to nursery and school. Children are sociable and readily make choices about their play. They learn to value and appreciate difference through posters, resources and celebrations.

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Setting details

Unique reference number EY403466 Local authority Bradford Inspection number 1045271 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 21 March 2016

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Telephone number

The childminder was registered in 2009 and lives in the Haycock area of Keighley. She operates all year round from 7.30am to 6pm on Monday to Friday, except for bank holidays and family holidays.

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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

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Telephone number

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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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