Childminder 302404

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

Children enjoy their time with the childminder and have built secure attachments with her. They regularly seek out the childminder to join in with their play. Children enjoy listening to a range of stories and joining in with singing activities. The childminder has a kind, calm and caring nature. She interacts positively with children and offers them plenty of praise and encouragement as they play. She creates a home-from-home environment where children are happy, safe and secure.

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The provision is good

Children are confident and self-assured individuals who have good social and communication skills. The childminder helps children to develop positive attitudes to learning. For example, when completing a jigsaw puzzle, the childminder chats to children about what they can see on each piece. She listens carefully to children's ideas and offers suggestions to help them complete the puzzle. Children persist with the jigsaw until it is complete. They excitedly jump up and down and clap to celebrate their achievement. Children are well-behaved and polite. They play alongside each other, taking turns and sharing resources. They are helpful and enjoy carrying out small tasks for the childminder. For example, they help to tidy away resources once they have finished playing with them.

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need to do better?

n The childminder gets to know the individual personalities of the children she cares for well. She finds out what children like and what interests them. She uses children's interests as a base when planning activities, while making sure that their learning is central. n The childminder observes children as they play and assesses their learning. She identifies any gaps in children's development and quickly plans activities and experiences to close these. The childminder has high expectations for all children in her care, including those with special educational needs and/or disabilities. n The childminder follows children's lead during play. She skilfully supports children's communication and language development using a range of techniques. She chats to children about their experiences and asks them questions that support their developing thinking skills. For example, children sit together for snack and have a go at peeling their own oranges. The childminder

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need to do better?

begins to describe the texture and smell of the orange. Children join in, using words like 'juicy' and 'squirty'. The childminder names the different parts of the orange, including 'segments', 'pips', 'pith', 'skin' and 'peel', introducing new vocabulary to children. n Children enjoy a range of well-planned outings that support them to learn about the world around them and other people beyond their immediate experiences. Children encounter using public transport and regularly visit the supermarket,

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need to do better?

12 December 2019 library and playgroup. n The childminder helps children to be independent. Children successfully manage their own self-care needs as they use the bathroom independently, wash their own hands and wipe their own noses. n The childminder supports children to learn about being healthy and the importance of making good food choices. For example, as the childminder reads 'The Very Hungry Caterpillar' to children, she highlights which foods are healthy and which are unhealthy. n Partnerships with parents are strong. The childminder shares a range of information with parents throughout the day, including photos of children engaged in various activities. She keeps parents informed about their children's development and how they can further support children's learning at home. Parents are happy and speak very highly about the childminder and her setting. n The childminder has established good relationships with additional settings that

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need to do better?

children attend. There is a good exchange of information about children to support their learning and development consistently. n The childminder keeps her knowledge and skills up to date. She completes online training regularly and shares good practice and activity ideas with other childminders. Although the childminder reflects on her practice, her self- evaluation process is not sharply focused enough to identify specific areas for improvement.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has effective strategies in place to keep children safe. She regularly risk assesses her environment and minimises any potential hazards. She teaches children about being safe in her home and on outings. The childminder keeps her safeguarding knowledge up to date. She is aware of what signs and symptoms might indicate a child is at risk of harm. The childminder knows the correct procedures to follow and who she should contact regarding any concerns about a child's safety or welfare.

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should:

n develop the use of self-evaluation to identify the strengths and priorities for development in the setting and raise the quality of learning to an even higher level.

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Setting details

Unique reference number 302404 Local authority Bradford Inspection number 10061706 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 8 Total number of places 6 Number of children on roll 9 Date of previous inspection 3 December 2015

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Information about this early years setting

The childminder registered in 1989 and lives in the Queensbury area of Bradford. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for 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 held a number of discussions with the childminder throughout the inspection and looked at a sample of documentation. n A joint evaluation of an activity was completed with the inspector and with the childminder. n The inspector spoke to and interacted with children during the inspection. n Parents' views were considered through discussions and written feedback provided.

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Inspection activities

12 December 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

12 December 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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