Childminder EY225925

Inspection date

Previous inspection date 22 November 2016 30 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 evaluates the quality of her practice accurately. All actions raised at the last inspection have been addressed. She has built on this to make relevant improvements that have a positive effect on children's learning and development.  The childminder promotes children's emotional well-being effectively. She provides a calm and caring environment. Children spontaneously display their obvious affection for her. They are happy and settled and feel secure in the childminder's care.  Parents are involved in their children's learning from the moment they start to attend. They share initial information about what their children can do. Parents are kept fully informed about their children's learning and are pleased with the progress they make. Parents are highly complimentary about the childminder's service and professionalism.  Children's early mathematical development is promoted particularly well. The

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This provision is good

childminder skilfully weaves in opportunities for children to learn a range of early mathematical concepts. She encourages children to count in sequence and fosters their understanding of quantities, size and shape.  The childminder provides sensitive and clear guidance to children so that they understand what is expected of them. Older children are very polite and extremely sensitive to the needs of younger children. Their behavior is good.

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It is not yet outstanding because:

 The childminder does not always provide enough opportunities for children to explore what happens when colours are mixed together.  The childminder provides children with a range of healthy snacks. However, she does not support children in developing their understanding of why it is important to eat healthy foods and the impact that different foods have on their bodies.

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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

 enhance learning experiences to fully support children's explorations and develop their understanding about what happens when different colours are mixed together  strengthen opportunities for children to learn about the importance of eating healthy foods and the impact that different foods have on their bodies.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector checked a selection of documents, including children's records, assessments, evidence of suitability checks and training certificates.  The inspector completed an evaluation of teaching with the childminder following a planned activity.  The inspector discussed the childminder's self-evaluation. She took account of the views of parents spoken with during the inspection and also from comments written specifically for the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder displays a good understanding of her responsibility to keep children safe from harm. She has undertaken safeguarding training and receives updates from the Local Safeguarding Children Board. She uses this information to help ensure children's safety and welfare. The childminder monitors children's learning carefully and summarises their development each term. This helps her to identify the areas where children are progressing well in their learning and areas where they need help to catch up. The childminder has introduced a daily communication book that she shares with parents and the other settings that children attend. This helps to support consistency in children's care and learning needs. The childminder is proactive in developing her teaching practice. She works closely with other childminders and attends local authority network events to enhance her knowledge.

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Quality of teaching, learning and assessment is good

The childminder uses her observations and accurate assessments to plan experiences to build on children's existing knowledge and skills. This helps to ensure children continue to make good progress in their learning. The childminder promotes children's language skills skilfully. She reinforces what children say and introduces new words to build on their vocabulary. Older children are sensitively encouraged to give younger children time to talk. The childminder also shares a range of ideas with parents to help support their children's communication and language development at home. Children demonstrate their competence and skill in using technological toys. Young children delight in recognising and naming a range of different colours. Children play together imaginatively. They demonstrate their understanding as they act out familiar experiences, for example, using dolls and stethoscopes as they pretend to be doctors.

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Personal development, behaviour and welfare are good

The childminder offers a welcoming environment for children. She provides extensive resources and experiences that help children to develop their understanding of the local community and people who are different to them. She values each child as the special individual they are. Children learn to care for the resources and environment. They work cooperatively together to tidy play resources away in preparation for lunch. Young children display good levels of independence as they make choices about what to play with. Older children competently manage their personal care needs. Children enjoy regular outings to the local park and woods. Furthermore, all children take part in daily walks to and from school, helping promote their good levels of physical well-being.

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Outcomes for children are good

Children make good progress from their starting points. They are working securely within the stage of development expected for their age. Children are motivated and have a positive approach to their learning. They play cooperatively together and initiate their own ideas. Older children display their growing literacy skills and identify the letters in their name. Children are developing the skills and dispositions they need for the future. Older children are well prepared for starting school.

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Setting details

Unique reference number EY225925 Local authority Bradford Inspection number 1044396 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 11 Total number of places 6 Number of children on roll 16

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Name of registered person

Date of previous inspection 30 October 2014

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Telephone number

The childminder was registered in 2002 and lives in Idle, Bradford. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children. She holds an appropriate qualification at level 3.

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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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