Childminder EY545893

Inspection date 2 May 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder is passionate about parental involvement and the role that parents play in their child's education. She provides many opportunities for parents to be actively engaged. The childminder sends photographs to parents every lunchtime and creates play bags, based on children's interests, for children to take home. n The childminder uses a range of teaching techniques to promote language. These include missing out words from familiar rhymes and signing using Makaton as she talks to children. The childminder introduces two new signs each week for children and families to use. n Children have lots of opportunities to develop their physical and musical skills. They sing many songs throughout the day and often join in with actions and words. They delight in playing with pots and pans outside as they create sounds. n Children's literacy skills are promoted effectively at every opportunity. Children are

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This provision is good

attentive to the childminder as she reads to them. They are delighted as they blow bubbles and anticipate familiar words from repeated phrases in familiar stories. n The key-person system is effective. The childminder recognises and praises children's achievements and knows their next steps. She continually assesses children's skills and this informs her future planning. n Children consistently develop their independence and self-help skills. They wash their hands, find their own coat and shoes and lay the table ready for lunch. n Children are making good rates of progress. Any differences between groups of children are diminishing as the childminder adjusts her teaching methods to support all individuals. n Although the childminder has high expectations of behaviour, she does not consistently and effectively manage the behaviour of all children. n The childminder does not consistently offer opportunities to build on children's

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This provision is good

knowledge of diversity and families and communities beyond their own.

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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

n deepen knowledge of behaviour management strategies so that the behaviour of all children can be effectively managed at all times n increase opportunities for children to develop their understanding of diversity and families and communities beyond their own.

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What the setting needs to do to improve further

n The inspector spoke to children during the inspection. n The inspector observed the activities and interactions between the childminder and children, both indoors and outside. n The inspector took account of written comments from parents. n The inspector held a meeting with the childminder. She looked at relevant documentation and evidence of the childminder's ongoing professional development.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows what to do if she is worried about a child. She recognises the signs and symptoms of abuse. The environment is safe and secure. Potential risks are carefully assessed on a daily basis. The childminder ensures children can be evacuated from her home very quickly and easily in an emergency. High priority is given to communicating with parents and taking account of their views. The childminder continually strives for improvement and has recently completed autism training. She is committed to increasing her knowledge through professional development, to enhance the service she provides.

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Quality of teaching, learning and assessment is good

The childminder promotes children's interests effectively. For example, she recently created a nuts and bolts interest bag. This was in response to a child showing an interest in assembling and construction. Young children take risks and develop their physical skills. For example, they climb up a grass slope and come back down without stumbling. Older children develop their listening and understanding skills as they wait to take their turn during a magic bag activity. Children develop their mathematical skills as they count out loud alongside the childminder and sing familiar number songs. They throw their arms in the air with glee and cheer loudly to celebrate completing a number sequence to 10.

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Personal development, behaviour and welfare are good

The environment is warm and welcoming and parents comment positively about the care their children receive. Children are confident to interact with visitors, demonstrating that they feel safe and secure in the environment. They indicate well-being and happiness through body language and actions, sometimes with vocal expressions. Children listen perceptively and respond well to requests from the childminder. Young children have sensitive relationships with the childminder and are comforted by her voice. The childminder ensures children can make their own choices about their future learning. For example, children help to choose and set out resources that they are interested in for their play in the following week. Children find out about keeping healthy as they play outside and attempt to ride on tricycles. They are keen to learn and interested in all activities provided by the childminder.

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Outcomes for children are good

The childminder ensures that all children, including those with special educational needs and/or disabilities, are included in activities. This is carried out in a way that is appropriate to their needs. Children develop the skills that they need for the next steps in their learning. They are emotionally well prepared for starting school. Assessment information shows that children with starting points below age-related expectations are continually making improved progress.

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Setting details

Unique reference number EY545893 Local authority Bradford Inspection number 10101868 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 3 Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and is located in Bradford. She operates on Tuesday and Thursday, from 8:30am to 6pm, and Wednesday, from 12 noon to 6pm. The setting is open all year round except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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