Childminder EY547109

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

The childminder places children at the heart of everything she does and is committed to her role. Parents comment that their children flourish at the setting and the childminder genuinely cares. The childminder and her assistant are incredibly nurturing and caring. They build wonderfully strong relationships with children, who delight in the praise that they receive for their good ideas and work. Children demonstrate that they are happy, safe and secure.

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The provision is good

Children's behaviour is good. They respect others, have good manners and are patient with their friends. Children learn to be kind, share and take turns. They are confident and negotiate their own ideas during play. Children develop good social skills and are well prepared for their future learning and eventual move to school.

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The provision is good

The childminder takes account of what children already know and can do when they first start at the setting. She uses this information to plan the learning environment according to their individual needs, interests and starting points. This helps children to settle in quickly. Children thoroughly enjoy accessing the wide range of play equipment and activities planned for them. They are highly motivated and keen learners.

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need to do better?

n Children enjoy a wide range of interesting activities and play equipment across the seven areas of learning. The childminder carefully monitors children's progress. She observes and assesses their learning during play. The childminder uses this information to identify and address any gaps in their development. Children are making consistently good rates of progress. n The childminder shares key information with parents about their child's learning and development. She encourages them to access additional support from external professionals, where required. The childminder recognises that she needs to do more to liaise with these professionals, to help further promote a consistent approach towards children's learning. n The childminder has high expectations of what children can achieve. She evaluates the quality of her setting and takes into consideration the views of parents, children and her assistant. The childminder uses the feedback that she

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need to do better?

receives to identify any areas to improve. However, she does not always consider how professional development can help improve her knowledge and raise the quality of teaching to the highest level. n Children concentrate and confidently complete tasks independently. For example, they enjoy making dinosaur models using play dough. Children notice that they cannot mould the play dough because it is too sticky. They problem solve and work out what ingredients they need to add to change the texture.

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need to do better?

26 November 2019 Children test their own ideas and work out how much more flour they need to add to their dough. They develop good physical skills as they manipulate and roll the dough using their hands and fingers. Children delight as they observe the changes and achieve what they set out to do. Children persevere and are resilient learners. n The childminder supports children's literacy, communication and language skills effectively. She uses good questioning techniques during story time and encourages children to help her read. Children eagerly describe the dinosaurs and tell a story about what they see happening in pictures on each page. n Children excitedly complete mathematics challenges. For example, they count the total number of spikes on dinosaurs and recognise number symbols in the environment. Children learn to count backwards and begin to understand what happens if they remove one dinosaur. Children develop good mathematical

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need to do better?

skills. n Children develop good independent self-care skills from an early age. For example, they wash their hands independently after messy play and before mealtimes. Children enjoy healthy and nutritious foods. They take daily walks in the local community, access parks and visit play centres to help develop their physical skills. The childminder talks to them about the benefits this has on their body. This helps children understand how to make healthy choices.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a secure knowledge and understanding of safeguarding and child protection matters. They access regular training to help keep up to date with wider safeguarding issues. They understand how to recognise the signs and symptoms of abuse. The childminder knows who to contact should they have a concern about a child or in the event an allegation is made. She has implemented effective procedures to help identify and minimise risks to children's safety. The childminder ensures that all of the necessary suitability checks are completed for any adults living and/or working on the premises.

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should:

n strengthen relationships with external professionals, to help further promote a consistent approach towards children's learning n continue to access further professional development, coaching and support to help raise the quality of teaching and learning to the highest levels.

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Setting details

Unique reference number EY547109 Local authority Bradford Inspection number 10126940 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 7 Total number of places 12 Number of children on roll 14 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She opens Monday to Friday, all year round, except for family holidays and bank holidays. Sessions start from 7.30am until 6.30pm. The childminder holds a suitable childcare qualification at level 3 and works with an assistant. She offers funded early education places for two-, three-, and four-year-old children.

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Inspection activities

n The inspector completed a learning walk with the childminder to discuss the education programmes and organisation of the setting. She had a tour of all areas of the premises used for childminding. n The inspector had discussions with and took account of parents', children's and the childminding assistant's views. n A joint observation of an activity was completed with the childminder. The inspector took account of the childminder's self-evaluation and reviewed the professional development plans in place. n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector reviewed a sample of relevant documents, including a range of policies, procedures and other records regarding health and safety.

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Inspection activities

26 November 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

26 November 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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