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 childminder wants children to reach their full potential. She understands children's interests and uses these to plan a wide range of activities which children enjoy. She focuses on children's language development and children show their love of books and stories. The childminder reads the stories animatedly to keep children's interest. Children giggle at the pictures they see as they point to the characters. They show they can sit nicely and listen well to their favourite stories.

p.2

The provision is good

Children are becoming very independent. They choose what they would like for snack, get their own plates and access their own drinks. Children know that they have to wash their hands before eating as part of good hygiene practice. However, the childminder does not always provide explanations for the reasons behind good hygiene routines to help build children's knowledge of healthy practices.

p.2

The provision is good

Children settle well at the childminder's home. When they first start, the childminder finds out all the necessary information to ensure their unique needs are met. Settling-in sessions are tailored to suit each child. When children arrive to play, they are warmly welcomed by the childminder. Children seek her out and involve her in their play. They feel safe, and she comforts children if they become upset to support their emotional security.

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need to do better?

n The childminder has a good understanding of what she wants children to learn and how she is going to support them in their development. She is clear about effective teaching strategies and uses these during children's play. For example, the childminder shows young children how to cut a strawberry, modelling how to use a knife. She explains they need to push down a bit harder when they struggle. The childminder praises children for trying and they show their pride as they manage to slice their own fruit. n Children's communication and language are fostered well by the childminder. She talks to children throughout their daily routines and play. The childminder speaks clearly and repeats the names for objects to build children's vocabulary. For example, she asks children to find certain food products as they pretend to make lunch in the role-play kitchen. They find the correct food and pretend to make her an egg sandwich.

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need to do better?

n The childminder questions children effectively to prompt their thinking and imagination. She asks children to find bricks of a certain colour to enhance their understanding. The childminder challenges children to think, for example by asking them how the play people can escape from the jail they are in. She gives children time to understand the question and think of an answer. n Children behave very well. The childminder is calm and patient with children.

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need to do better?

24 October 2019 She is a good role model and supports them to learn manners. The childminder encourages children to share toys and, if they do not, she reminds them that sharing is kind. Children respond well as they pass toys to others. The childminder gives them plenty of praise or a 'high five' to build their self-esteem, and they are proud of their achievements. n Partnerships with parents are strong. The childminder provides a wealth of information to parents about how their child's day has been. She uses daily diaries to feedback how children have slept and eaten and what activities they have been doing. The childminder shares effective information on children's development so that parents know what their child needs to focus on next. n The childminder works well with other providers to ensure children are ready for school. For example, she meets with staff at the local school to discuss the skills

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need to do better?

and knowledge children will need before attending. n The childminder reviews her strengths and the areas she would like to improve. She has an accurate assessment of what she provides. For example, the childminder would like to improve her professional development with a focus on enhancing children's experiences outdoors. n Children's learning is monitored effectively by the childminder. She involves parents in initial assessments of what their child knows and can do. The childminder regularly tracks children's achievements. She uses her findings to plan experiences, taking into account children's interests, so that children can build their knowledge and skills well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands the importance of safeguarding children. She updates her knowledge effectively through accessing training in this area. This gives her a good understanding of the signs to be aware of if children are suffering abuse. The childminder has a good knowledge of what to do about any concerns, and who to contact, to ensure the correct procedures are followed to protect children. She uses effective risk assessment to ensure her home is suitable and safe for children. The childminder has attended first-aid training so that she can attend to any injuries to children in the event of an accident.

p.3

should:

n strengthen professional development to extend experiences for children in outdoor play n enhance discussions with children to help them build their knowledge of the reasons for, and importance of, healthy practices.

p.3

Setting details

Unique reference number 302120 Local authority Bradford Inspection number 10061698 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 9 Total number of places 6 Number of children on roll 8 Date of previous inspection 17 August 2015

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Information about this early years setting

The childminder registered in 1988 and lives in Bradford. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed all areas of the home. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector looked at a range of documentation and discussed the childminder's procedures for safeguarding children. n The inspector talked to the childminder and the children throughout the inspection. n The inspector spoke to parents and carers during the inspection.

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Inspection activities

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 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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