Childminder in Bradford

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 setting is warm and welcoming. The childminder has organised it so that children's independence is promoted. Children choose where to play and they enjoy a good mix of adult-led and child-initiated play. Children are happy and safe. They have developed secure attachments with the childminder and her assistants. Children enjoy dressing up as they learn about Halloween. They play games and dance excitedly with the childminder to a 'spooky' soundtrack.

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The provision is good

Children are well behaved and benefit from their time at the setting. The childminder and her assistants plan a range of activities based on children's interests. They think carefully about what children already know and how they can build on this. For example, following children's interests in the story of 'Goldilocks and the Three Bears', the childminder has introduced this into all areas of the setting. Children enjoy using a story sack to bring the story to life, they learn about kindness and rules and explore size. The childminder has high expectations for all children. She is passionate that all children should receive a good start in life. The childminder provides a pick-up and drop-off service for funded children to ensure that they attend the setting and receive their full funding entitlement.

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need to do better?

n The childminder observes children as they play and assesses their development to find out what they understand and can do. She uses this information, along with their interests, to plan activities which extend their learning further. The childminder provides a range of stimulating activities to help children to develop across all areas of the curriculum. However, at times, children's listening and attention skills are not promoted to the highest level. The childminder does not consistently consider the noise levels and the impact on children's ability to concentrate during activities. n The childminder and her assistants are positive as they interact with children. They offer children lots of praise and encouragement as they explore. Children join in singing and use different musical instruments, including ones they have made themselves. Children are lively and energetic as they sing and explore the

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need to do better?

different sounds that the instruments make. n The childminder is a good role model. She plays alongside children during activities. She demonstrates different ways to make marks in paint using autumn objects that the children have collected. She teaches children about autumn through stories and first-hand experiences as they learn about the natural world. n Children are confident and self-assured. They enjoy helping the childminder to carry out tasks, such as setting the table at lunchtime. Children are able to put their own shoes and coats on to play in the childminder's garden. Children enjoy their time outside and they explore in water. They pretend to take their dolls to

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need to do better?

24 October 2019 the shops and use a range of ride-on toys to promote their physical skills. n Children's health and well-being are promoted well. They sit at the table and enjoy fresh fruit for snack, which they have helped to prepare. They chat happily about their interests and experiences with the childminder's assistants and each other. Children develop good social, communication and language skills. n The childminder works well with other agencies to support the children and families in her setting. She provides a consistent approach to children's care and learning. She has developed strong relationships with parents and keeps them well informed about what children are doing and learning. Parents speak highly about the childminder and the setting. n The childminder considers of the views of parents, children and her assistants when evaluating the setting. She has clear plans to improve. The childminder

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need to do better?

has recently introduced a curiosity box full of interesting artefacts to extend children's thinking and language skills. She intends to introduce more loose parts and natural resources into the setting to develop children's curiosity further. n The childminder shares her knowledge with her assistants and monitors them through regular supervision and appraisal meetings. Although teaching is good, the childminder has not identified some occasions where her assistants' interactions with children can be enhanced to further support children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants know the signs and symptoms which might indicate a child is at risk of harm. They understand how to identify and report any concerns they may have about a child's welfare. Children are kept safe in the setting. The childminder and her assistants keep their knowledge up to date and are aware of wider child protection issues. When appointing new assistants, the childminder follows safer recruitment procedures to assure herself that they are suitable and have the skills they need to fulfil their roles in the setting.

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should:

n support children to consistently develop their listening and attention skills to help them to focus and concentrate during play n monitor the assistants' teaching skills more precisely and identify where further support is needed to extend the quality of children's learning experiences.

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Setting details

Unique reference number EY469788 Local authority Bradford Inspection number 10106598 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 2 to 9 Total number of places 12 Number of children on roll 19 Date of previous inspection 19 October 2015

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Information about this early years setting

The childminder registered in 2013 and lives in Bradford. She operates all year round from 8.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She works with three assistants, one of whom holds a qualification at level 2. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the childminder completed a learning walk to understand how the early years provision and the curriculum are organised. n The inspector observed a planned activity and jointly evaluated this with the childminder. n The inspector held a number of discussions with the childminder and her assistant throughout the inspection and looked at a sample of documentation. n The inspector spoke to and interacted with children during the inspection. n The inspector spoke to a parent during the inspection to obtain their feedback about the setting.

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Inspection activities

24 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

24 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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