Childminder 302512

Inspection date

Previous inspection date 19 May 2016 26 May 2010

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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 values all children and welcomes them into her home as part of her extended family. She truly cares and places a huge emphasis on children being happy, settled and assured. This contributes towards ensuring that children form secure emotional attachments with the childminder and enjoy their time with her.  The quality of teaching is good. The childminder uses her good knowledge of children and information from their accurate assessments to plan meaningful activities that support their continued progress. This helps children to make good progress in their learning and development.  The childminder promotes early friendships very well. She teaches children that we are all different, we are all equal and we are all friends. This helps children to recognise that everyone is unique and valued in their own right.  Partnerships with parents are strong. The childminder uses effective methods, such as

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This provision is good

daily diaries and regular learning summaries, to keep parents informed of their children's learning and progress. She is confident to help extend children's learning at home through shared projects, such as planting activities.  The childminder aspires to improve. Detailed evaluations of practice take account of the views of parents and children. These are very clearly focused on helping to ensure that children have access to good quality care and learning.

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It is not yet outstanding because:

 The programme of professional development is not highly focused on raising the quality of teaching and outcomes for children to the very highest levels.  The childminder does not provide enough opportunities for children to use mathematical language independently during play.

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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

 focus more precisely on the programme for professional development that increases the potential to deliver higher-quality teaching and outcomes for children  provide more opportunities for children to use mathematical language independently in their play.

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Inspection activities

 The inspector toured the areas used for childminding.  The inspector conducted a joint observation with the childminder during a planned activity.  The inspector examined a range of documents. This included evidence of suitability, a record of the childminder's training, risk assessment records, policy documents and children's observation and assessment documents.  The inspector observed children throughout the inspection both indoors and outside.  The inspector held discussions with the childminder and children throughout the inspection.  The inspector took account of the views of parents spoken to on the day of the inspection and from comments noted on the reference letters provided by parents.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of the procedures to follow to protect children from harm. She has good systems in place to help ensure that children thrive in an environment where they feel safe. For example, her well-organised environments, good quality resources and vigilant supervision help to keep children safe at all times. The childminder is fully responsive to children's individual needs when they become ill. Her accurate procedures for the administration of medication help to ensure that children are in safe hands. Effective tracking of children's progress contributes towards ensuring that any emerging gaps in their learning are quickly identified and supported. The childminder demonstrates a clear drive for continued improvement. She values the importance of meeting with local childminders to share good practice ideas and actively uses these to enhance her practice.

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Quality of teaching, learning and assessment is good

The knowledgeable childminder observes children very closely. She takes account of what they play with and the things they say. She then enhances her areas of play with items of interest to extend their learning. For example, the childminder provides a good range of sensory materials for children to explore. Older children are keen to search for dinosaurs in materials, such as oats. They learn about people who help us when engaging in foam play, using familiar figures to begin recreating scenes from their favourite television shows. Babies enjoy using their bodies and tools to explore a wide range of media and materials. They pull themselves to standing using the carefully placed furniture. The childminder is on hand to extend their physical skills, helping babies to develop the confidence to walk with her support.

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Personal development, behaviour and welfare are good

The childminder responds quickly when children become upset and offers her comfort and reassurance to help nurture their emotional well-being. The childminder is a good role model and maintains a consistent approach when teaching children about the importance of being kind to others. She implements effective methods, such as house rules, to ensure children know the expectations for behaviour. The childminder actively promotes children's independence skills during daily routines, such as mealtimes. Children have daily access to their outdoor environment for fresh air and exercise. Children enjoy using tools, such as magnetic fishing rods in a game to catch fish. They show an interest in nature activities, such as planting. Good links are formed with other settings that children attend, helping to ensure that their care and learning needs are effectively shared.

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Outcomes for children are good

All children make good progress in their learning and development. Babies explore their environment freely and with pleasure and confidence. They are very self-assured and enjoy the company of others. For example, they eagerly engage with older children when they arrive from school. Older children are keen to express their own ideas and make their own independent choices during play. They are sociable and make new friendships very easily. This prepares children well for their next stages in learning, including school.

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Setting details

Unique reference number 302512 Local authority Bradford Inspection number 867386 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 6 Number of children on roll 8

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Telephone number

The childminder was registered in 1993 and lives in 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

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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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