Firth, Emma Louise

Firth, Emma Louise

Unique reference number (URN): EY278369 Address: 39 Green Meadow, Wilsden, BRADFORD, West Yorkshire, BD15 0JT Type: Childminder Registered with Ofsted: 29/03/2004 Registers: EYR, CCR, VCR Registered person: Firth, Emma Louise

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children typically progress well across all areas of the curriculum, in readiness for their future transitions, although this could be even better in relation to older children's learning. Children catch up quickly where external factors have a short term impact on their learning and development. Children excel particularly well in their early speech. They hear rich and varied language and develop a wonderful love of songs and books. Children develop their social skills while enjoying stories together. They listen attentively to immersive storytelling and use enriching props that develop their imagination and mathematical skills. Children show their familiarity with stories as they fill in the missing word or sentence. They learn and remember new words and build sentence structure through repetition. For example, children laugh together and develop their physical skills while imitating different actions with great

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Achievement Expected standard

enthusiasm during a rhyming story about going on an exciting adventure to find a bear. Children learn ample descriptive words and those that indicate the position of something, known as 'prepositions', such as 'over', 'under' and 'through'.

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Behaviour, attitudes and establishing routines Expected standard

The childminder creates a positive and happy environment where children are exposed to images of diversity and clear expectations are set. For example, she uses language that encourages fair, kind and respectful behaviours as she praises children for helping one another. The childminder reminds children to use their good manners and share as she highlights during role play how many toothbrushes one child has and how another child has none. Children typically demonstrate a positive attitude to learning. For example, they engage and concentrate well, particularly during adult-led activities. However, on occasion, they lose focus and become over excited during self-chosen play; the environment is somewhat over stimulating and not always aligned closely enough to older children's stage of learning.

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Behaviour, attitudes and establishing routines Expected standard

Children are familiar with what happens next during the day. For example, the childminder asks children if she should see what time it is. Older children are keen to find this out. They demonstrate their knowledge of technology by asking the cloud-based virtual voice assistant. The childminder replies, 'Perfect time for snack.' Children then help to clear things away, motivated by the childminder's positive role modelling and the tidy-up time song. Positive interactions are observed as children play cooperatively and between children and the childminder, who integrates herself into children's play. The childminder promotes consistent attendance, helping children to develop important foundations for future learning in school.

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Children's welfare and wellbeing Expected standard

The childminder works closely with parents to settle children. She gathers important information about each child and plans a number of visits to allow children to gradually become familiar with a new environment and build a secure attachment to the childminder. This helps children to develop a sense of security and emotional wellbeing. The childminder uses mealtimes to encourage children to develop their independence and small-physical skills and help them to learn about healthy practices. For example, children butter toast and make sandwiches using healthy items that they choose.

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Children's welfare and wellbeing Expected standard

The childminder sits with children to supervise them as they eat. She reminds the children to keep the plastic knives on the table to help them to learn about safe practices. Children learn to manage self-care tasks and are familiar with washing their hands before meals. They readily use the footstep to help them reach the sink. However, children are not learning to pull up their sleeves, as part of the handwashing sequence, to ensure that this part of the daily routine is fully effective. Children have ample fresh air and exercise and take part in indoor and outdoor physical activity to promote their physical wellbeing.

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Curriculum and teaching Expected standard

The childminder typically plans a broad curriculum that prepares children well for school. This is designed and adapted to take account of the ways in which children learn and of changes that may impact on a child's ability to learn at a particular time in their lives. The childminder uses her observations of children's interests to inform changes. For example, she has increased the range of natural media and materials to enrich children's creative play. The childminder undertakes meticulous assessments of children's progress, although she does not always focus precisely on what will accelerate older children's learning.

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Curriculum and teaching Expected standard

The childminder helps children to develop their mathematical skills in many ways. This is reflected, for example, in children talking about the 'big' house they are building and counting spontaneously. During stories, the childminder encourages children to point and count more slowly when they miss a number out. The childminder uses stories, for instance, to help children to learn about their feelings and emotions and extend their vocabulary. Children as young as 2 demonstrate their rapidly developing communication skills across all areas of the curriculum. The childminder provides children with ample opportunities to develop their large-physical skills and socialise with wider groups of children. For example, children attend local groups where they build large constructions, such as dens, and use resources that help them to develop their coordination and balance. The childminder understands how trips to the farm and garden centre, for example, help children to learn

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Inclusion Expected standard

The childminder works in close consultation with parents to find out about and meet children's needs and tailor provision to each child's unique home circumstances. She implements effective strategies and adapts routines and other aspects of practice to accommodate changes in children's lives that can present a barrier to their learning and wellbeing. This includes, for example, adjusting the curriculum to focus even more closely on aspects of children's development, such as their personal, social and emotional needs. This creates a secure foundation for children so that they are, once again, ready for learning and soon back developing within expectations.

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Inclusion Expected standard

The childminder does not currently care for children with special educational needs and/or disabilities (SEND) or those who are in receipt of additional funding. However, she understands her responsibilities to promote an inclusive practice for children with SEND and use, and assess the impact of, additional funding to support disadvantaged children's learning and development and narrow any achievement gaps. The childminder closely monitors all children's progress. However, older children do not always, subsequently, receive the highest levels of challenge, taking account of what they already know, can do and need to learn next.

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Leadership and governance Expected standard

The childminder establishes effective partnerships with parents. She exchanges important information prior to children starting and, thereafter, through verbal and electronic communication systems. The childminder provides parents with regular progress summaries, identifying children's next steps in learning that she and parents can support together. The childminder shares many activity suggestions to inspire parents. Parents express complimentary feedback about, for example, the communication systems, how much progress their children are making and the broad learning opportunities children take part in.

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Leadership and governance Expected standard

The childminder's qualification, continued professional development and working alongside colleagues in the community positively impact many aspects of children's care and education. Although the childminder keeps certain records beyond that which is expected, she is mindful not to overburden herself and cause any additional pressures. Where the childminder shares care of the children, there are some effective arrangements for sharing information with other settings, although these are not consistently embedded. This means that not all children benefit from the same high levels of continuity in their care and learning as others to support their transitions.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children, attending since they were babies, demonstrate how settled, safe and secure they feel. For example, they happily follow daily routines and select what they want to play with. Children readily approach the childminder to engage her in their fun sensory play or for her to read a familiar, well-loved story about the 3 little pigs and a wolf. The secure attachments that the children have developed with the nurturing childminder fosters their emotional wellbeing, helps them to learn about being kind and caring and increases their confidence. The childminder provides swift and sensitive support where barriers to children's learning and wellbeing present themselves.

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What it's like to be a child at this setting

Children typically enjoy learning and develop positive relationships as they play amicably during shared activities. For example, they express and follow their own ideas while adding water to the sand in the small-world activity tray linked to the story. This creates a dark mud- like texture, which they explore. Children develop their imagination skills as they engage in pretend play with animal figures while retelling the story. Older children explain what the different houses were made of and why the wolf could not blow the house of bricks down. Children positively respond to the childminder's thoughtful and motivating questioning. The childminder's enthusiasm during such activities sustains children's interest and helps them to develop a positive attitude to learning, in readiness for starting school.

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What it's like to be a child at this setting

Children achieve well from their developmental age on entry. This is supported through regular attendance and generally collaborative partnership working with other professionals and parents, whose contributions to children's learning journey are valued and welcomed. Children enjoy learning to do things for themselves, which helps to develop aspects of their independence. For example, they pour their own drinks; the childminder offers younger children support to pour the water into the cup to prevent it from overflowing. Children chop up fruit, developing their small-physical skills and hand–eye coordination.

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Address:

39 Green Meadow Wilsden BRADFORD West Yorkshire BD15 0JT

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Next steps

The childminder should enhance the organisation of the learning environment to increase children's engagement and offer older children increased levels of challenge. The childminder should consistently support children in developing greater independence in their self-care skills during handwashing routines. The childminder should strengthen information-sharing with other settings children attend to enable them to work in a more consistent way to promote continuity in children's care and education.

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About this inspection

The inspector spoke to the childminder and the children during the inspection.

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About this inspection

The inspector viewed written feedback from parents.

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About this inspection

We carried out this inspection 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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