Childminder EY236559

Inspection date

Previous inspection date 11 July 2016 28 October 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 is committed to continually improving and seeks the views of parents and children to help her plan for development. She has reviewed and improved her practice and met all the requirements from her previous inspection. This has further improved outcomes for children, who all progress well.  The childminder's teaching is strong and she demonstrates a very good understanding of child development and how children learn. The childminder plans stimulating and engaging activities which capture the imagination and interest of children.  The childminder is an experienced practitioner, who has high expectations of all children and is an excellent role model. Children learn to understand and follow rules and routines and behave very well.  Children form very strong emotional bonds with the childminder and they clearly enjoy playing and spending time with her. She listens to them and is sensitive to their

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This provision is good

changing needs. This helps children feel safe, comfortable and secure.  The childminder works in a strong partnership with her occasional assistant. She ensures he is well supervised, trained and understands the legal requirements of his role. They both hold a paediatric first-aid certificate.

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It is not yet outstanding because:

 The childminder has not yet provided enough opportunities for parents to be involved in their children's learning.  The childminder does not always provide the broadest possible opportunities for children to operate and understand technological toys and equipment.

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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

 strengthen further the opportunities for parents to be involved in their children's learning  extend the opportunities for children to further develop their skills in operating and using technological toys and equipment.

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Inspection activities

 The inspector viewed the areas of the setting used for childminding.  The inspector undertook a joint observation with the childminder.  The inspector observed children and assessed the quality of teaching and learning.  The inspector viewed a range of documentation, including policies and procedures, children's learning records, training records qualifications and evidence of suitability checks.  The inspector took into account the views of parents.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a very good understanding of the procedures to follow if she has concerns about a child's welfare or development. She is vigilant as children play and ensures that the environment is free from hazards. The childminder helps children to recognise dangers and keep themselves safe. There are effective systems in place to monitor children's progress. The childminder uses regular observations to help her accurately assess and identify any gaps in learning or specific needs, which are swiftly addressed. The childminder has good partnerships with schools and other professionals to promote continuity in children's learning.

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Quality of teaching, learning and assessment is good

Overall, partnerships with parents are strong. Parents feel very well informed about children's progress and know how to support learning at home. The childminder celebrates children's achievements and shares information with parents at drop off and pick up times. This helps children feel valued. The childminder provides a range of activities and experiences which engages children's interests and helps them to develop fascination in the world around them. For example, children excitedly search for shells and natural materials in a sand box, remaining focused and engaged for prolonged periods. They use sticks to make marks and practise grip and control when filling and emptying a range of containers. The childminder stays close by and uses new vocabulary and mathematical words to extend and consolidate children's learning. The childminder promotes problem solving and thinking skills well. She encourages children to test out their ideas as they

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Quality of teaching, learning and assessment is good

construct towers with blocks of different shapes and sizes. Children enjoy this challenge and watch with anticipation to see if the block they placed will make their tower stand or fall. They repeatedly rebuild when the blocks fall, showing resilience and a determination to succeed.

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Personal development, behaviour and welfare are good

Children are well supported when they start in the setting and family needs are met well. The childminder knows children in her care extremely well. She swiftly responds to children's needs. For example, she stays close to them when the inspector arrives to offer reassurance. This helps children settle, gain confidence and quickly engage in independent play. Children explore their environment with enthusiasm and access a range of attractively presented resources, books and toys. The childminder makes effective use of routines to help promote children's understanding of hygiene and how to stay healthy. They are provided with nutritious and balanced meals and snacks, regular fresh air and exercise. Children go on many outings and attend groups in the local area. This helps them feel comfortable in new social situations and understand their community.

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Outcomes for children are good

Children make good progress in all areas of learning. They are motivated learners and confident communicators who are happy to share their thoughts, idea and needs. Children are very well supported to develop the key skills needed for their next steps in learning and in readiness for school.

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Setting details

Unique reference number EY236559 Local authority Bradford Inspection number 1044359 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 12 Number of children on roll 19

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Name of registered person

Date of previous inspection 28 October 2014

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Telephone number

The childminder was registered in 2002 and lives in Shipley near Bradford. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder works with an assistant.

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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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