Childminder EY470447

Inspection date

Previous inspection date 12 July 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

 The childminder places high priority and focus on supporting children's personal, social and emotional development. She manages their behaviour in a calm and consistent manner. Children know what is expected and they follow rules and boundaries well.  The quality of teaching is consistently good. The childminder uses a wide range of effective teaching strategies. This helps children to make very good progress across all areas of learning and development.  The childminder is fully committed and enthusiastic in her role. She carefully observes children to find out more about their interests and current abilities. She plans and carries out a range of activities which engages and motivates children to learn.  The childminder and children have built up strong bonds. Children show that they feel safe and secure in the setting. This helps them make the most of all experiences on offer and effectively supports their emotional well-being.

p.1

This provision is good

 The childminder has developed a good relationship with another childminder and uses this support particularly well to keep up to date with any changes to legislation.  Children display a good attitude to learning. The childminder prepares them well for changes within the setting and for the next stage in their learning. This includes the move on to new settings and, eventually, school.

p.1

It is not yet outstanding because:

 The childminder has not yet fully targeted her own professional development to drive improvement forward and enhance the good teaching taking place.  The outdoor environment does not yet fully reflect on the high-quality teaching, activities and experiences that are offered indoors.

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

 sharpen the focus of professional development on identifying appropriate training opportunities to drive improvement forward  develop further the environment to ensure that the high-quality teaching, activities and experiences provided indoors are fully complemented outdoors.

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 spoke with the childminder and children at appropriate times throughout the inspection.  The inspector jointly evaluated two activities with the childminder.  The inspector looked at relevant documentation, such as children's development files, policies and procedures and evidence of the suitability of adult members of the household.  The inspector took account of parents' views provided through written feedback.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder supervises children closely and recognises risks in her home. She puts effective measures in place, such as bolts on the inner door to stop children leaving the premises unsupervised. The childminder has a good understanding of promoting children's well-being and she knows the procedure to follow if she is concerned about a child's welfare. The childminder has good relationships with parents. She uses questionnaires to collect their views, which are very positive. The childminder knows the aspects of her practice that are strong. She reflects on her provision every day and has lots of ideas about how she can improve her practice even further.

p.3

Quality of teaching, learning and assessment is good

The childminder is well qualified in her role. She has developed very good teaching skills and uses a wide range of strategies to engage and motivate children in their learning. The childminder asks a good range of questions, which encourages children to think for themselves and solve simple problems. She sets challenges for children, such as asking if they can sing familiar songs at a faster pace. Learning is fun and children are excited to join in with activities led by the childminder and those they choose for themselves. Children are developing early reading skills. One way that the childminder supports this is by modelling reading children's names on individual water bottles. Children use chalk and pens to write outside and give meaning to the marks that they make. The childminder uses her observations to develop children's play and to give her ideas for planned activities. She quickly adapts activities and resources as children's wishes, interests and

p.3

Quality of teaching, learning and assessment is good

needs change. Children learn about diversity and difference through a range of first-hand experiences as they celebrate special events.

p.3

Personal development, behaviour and welfare are good

The childminder has a very positive approach. She uses praise and encouragement well, which helps to raise children's confidence. Children enjoy fresh air and exercise as they play in the garden and walk to and from school. The childminder takes every opportunity to encourage children to be independent. Tidying up is fun, as the childminder takes a playful approach to encourage children to join in. At snack time children cut their own fruit and talk about what they like and dislike. The childminder supports their efforts to do things by themselves and gives them prompts that enable them to succeed. The childminder makes the most of her indoor environment. Busy play space is quickly turned into a quiet area for group time where children enjoy activities, such as singing. Children are fully involved in routines and enjoy opportunities to take responsibility in the setting.

p.3

Outcomes for children are good

Children make good progress towards the early learning goals from their starting points. Young children learn to share, take turns and negotiate with each other because the childminder shows them how to do this successfully. Children are imaginative and can recreate a range of roles and experiences. They are confident and display a good attitude to learning.

p.3

Setting details

Unique reference number EY470447 Local authority Bradford Inspection number 966983 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 7 Total number of places 6 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder was registered in 2014. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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