Childminder EY423855

Inspection date

Previous inspection date 21 April 2016 14 June 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder creates a safe environment, promoting children's welfare. This is reinforced by her secure knowledge of child protection issues. Reporting procedures are clearly displayed so that prompt action can be taken to safeguard children.  The older, most-able children are very sociable, behave well and have a positive disposition for learning. They enjoy sharing their experiences, creating their own role play that includes imaginative and amusing narrative.  Children are happy and they confidently move around the home. They readily make choices as they play in a welcoming and accessible learning environment. They enjoy the childminder's positive interaction.  Strong links are formed with the other settings children attend, helping the childminder gain a full understanding of all children's achievements. Consequently, she complements their care and learning successfully, balances their experiences and helps

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This provision is good

them make good progress.  The childminder exchanges important information with parents, in order to get to know each child and meet their individual care and learning needs. Children build positive relationships with the childminder which foster their sense of security and emotional well-being.

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It is not yet outstanding because:

 The childminder does not fully support younger children to understand how to manage their own strong emotions and feelings.  The childminder does not make use of opportunities to extend her professional development so that teaching and children's learning are raised to the highest level.

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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

 support younger children more sensitively to understand and cope with their own feelings and emotions  identify professional development opportunities that will improve knowledge, understanding and practice and help raise the quality of teaching and children's learning to the highest level.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors 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, a parent questionnaire and evidence of the suitability of those living on the premises.

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Effectiveness of the leadership and management is good

The childminder has some systems for reflecting on her provision and keeping up to date with changes in legislation and early years practice. She links closely with other childminders, sharing ideas and seeking advice from those who are more experienced. She encourages the views of parents and distributes questionnaires once their children have settled. These give parents the opportunity to help the childminder inform or improve her service. The arrangements for safeguarding are effective. Risks are identified and minimised well, helping to prevent any accidents in the home and on outings. The older, most-able children readily talk about practices that help them to stay safe.

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Quality of teaching, learning and assessment is good

Although they are in the early stages, due to the short time children have been attending, there are good observation, assessment and planning systems in place. These include effective information gathering from parents and other providers. For example, the childminder has online access to children's nursery records of learning and has attended a 'portfolio picnic'. This information helps her establish what children already know, understand and can do on entry. It also helps ensure a joint approach to identifying and supporting children's next steps for learning. Children enjoy their time with the childminder. Younger children are beginning to engage in pretend play, imitating their older peers. They spontaneously burst into a favourite song, twirling around with props as they pretend to be a princess. They practise their hand-to-eye coordination as they build a tower of bricks. During this activity, the childminder encourages them to count the bricks

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Quality of teaching, learning and assessment is good

and compare different sized towers. The older, most-able children delight in dressing up in costumes and taking on different character roles, using language confidently.

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Personal development, behaviour and welfare are good

Children's transition between settings is supported very well, helping to ensure their continued sense of security. The older, most-able children concentrate well as they engage in more challenging activities, such as number sequencing. The childminder effectively supports certain aspects of younger children's developing social skills. For example, she encourages them to take turns and share using a sand timer, which proves successful. Children have good access to different types of outdoor activities and fresh air, contributing successfully to their physical well-being. All age groups are encouraged to develop early independence during care routines.

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Outcomes for children are good

Children are confident, keen and active learners who enjoy exploring and making independent choices about their play. The older, most-able children, in particular, are kind and helpful and they build strong early friendships. They develop an early awareness of how to be a successful learner and acquire key skills in readiness for their move to school. They learn to value and appreciate difference through outings within the local community and positive images of diversity in the childminder's home.

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Setting details

Unique reference number EY423855 Local authority Bradford Inspection number 852449 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 3 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection 14 June 2012

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Telephone number

The childminder was registered in 2011 and lives in the Wilsden area of Bradford. She operates all year round, from 7am to 6pm, 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

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 .

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Telephone number

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

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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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