Beldon, Polly

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The well-qualified childminder provides an exciting and welcoming environment for children to learn and develop. Children are happy and make good progress in the childminder's home. They learn through a well-thought-out curriculum, which the childminder organises to follow children's individual interests across the seven areas of learning. She carefully considers what children already know, and reflects on observations and assessments in order to decide what to teach children next. Overall, the childminder engages very well with the children, which supports their acquisition of language. Children sing songs about animals and perform matching actions with great enthusiasm. However, at times, children would benefit from being given more time to put their thoughts into words.

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The provision is good

The childminder is very caring and approachable. Children are active learners and are very well settled at the setting. The childminder is very positive and consistent in her approach and treats children with respect. She gives praise and encouragement to help build children's confidence and self-esteem. Children are well behaved and polite. They listen carefully to the childminder and take turns and share resources well, developing positive relationships with each other. Children build their independence as they make choices and lead their own play. They develop a sense of belonging. For example, they place their coats and bags on low- level hooks in the hallway. Partnerships with parents are very well established. The childminder exchanges information with them about their children's ongoing development and changing interests. However, she does not consistently make the most of the opportunities for parents or children to contribute to her self-

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need to do better?

n Mathematics is incorporated into children's everyday play as the childminder plays alongside them. For example, she introduces new vocabulary, such as 'biggest' and 'smallest'. Older children confidently use concepts such as 'more' and 'less' as they investigate conkers with large tongs. Younger children attempt to count the bricks as they build a tower. n Children develop their physical skills in preparation for writing. They make marks and discuss the different colours they have made. Children proudly say that they have made patterns that look like a rainbow. They use their imaginations in the role-play area. Children pretend to feed their baby dolls, using other resources to represent a bowl and bottle. n The childminder ensures that children develop the skills they need for their future learning. She has established close partnerships with additional settings children attend. The childminder supplements children's learning that takes place

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need to do better?

in other settings in her own setting to provide continuity in children's education.

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need to do better?

8 October 2019 n Children develop curiosity about the world around them. They regularly visit the local park where they explore nature and have freedom to run around. Additionally, the childminder takes children on public transport to visit places of interest, such as the library and museums. These activities help to build children's confidence away from the setting. They also provide opportunities for children to meet new people and develop an awareness of their local and wider communities. n Overall, children's early language skills are very well supported. The childminder responds to all attempts at communication. She models correct pronunciation and rephrases children's words into full sentences. However, due to her enthusiasm, the childminder occasionally asks questions too quickly or gives the answer herself. This means that children do not consistently get the time to think things through. n Children develop good literacy skills. They snuggle up to the childminder for a

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need to do better?

story and listen intently to their favourite books. Children turn the pages, recalling the next part of the story and anticipating the ending. They demonstrate a secure understanding that the print they see carries meaning. The childminder encourages children to use puppets to make stories interactive. Children thoroughly enjoy pretending to feed a caterpillar finger puppet. n Children learn to understand how they can support their good health. They are beginning to make healthy choices about what they would like to eat. For example, they choose fruit for their snack. Older children independently meet their own self-care needs as they use the bathroom unaided. The childminder reminds children to wash their hands as they learn about good hygiene. n The childminder is ambitious and is keen to keep her knowledge and skills up to date. She engages in a range of training opportunities and researches new information to update herself on new legislation and regulations. She meets with

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need to do better?

other childminders and, through discussion, further extends her skills and knowledge. However, although the childminder reflects on her practice, she does not include the views of parents and children to enhance this process.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities to protect the children in her care. She has a good understanding of safeguarding and the signs that indicate a child is at risk of harm. The childminder knows how to record any concerns and where to report them. She conducts regular risk assessments of her setting and on outings to keep children safe. Older children know how to keep themselves and each other safe. For example, they remind each other to pick up toys from the floor so they do not trip.

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should:

8 October 2019 n enhance the use of questioning techniques to allow children plenty of time to think and respond n strengthen self-evaluation further to include the views of parents and children in order to help identify where aspects of the setting can be enhanced.

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Setting details

Unique reference number EY336464 Local authority Bradford Inspection number 10106477 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 to 4 Total number of places 6 Number of children on roll 4 Date of previous inspection 17 July 2015

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Information about this early years setting

The childminder registered in 2006 and lives in the Menston area of 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 two-, three- and four-year-old children. She holds an early years qualification at level 3 and a degree in playwork.

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Inspection activities

n The inspector completed a learning walk with the childminder in her home to understand how the curriculum is organised. n A joint observation of an activity was carried out by the inspector and the childminder. n The inspector sampled the childminder's policies, procedures, risk assessments and children's records. n The inspector discussed the childminder's procedures to safeguard children and her process for reflecting on her practice, including evidence of the suitability of adults living on the premises. n The inspector took account of the written comments of parents.

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Inspection activities

8 October 2019 We carried out this inspection 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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Inspection activities

8 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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