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

Children's well-being is fully considered. They are happy, settled and enjoy their time in the setting. Children have warm relationships with the childminder and her assistant. They demonstrate that they feel safe when they approach the childminder or her assistant for comfort or to share books. Children are supported well in their move to school to help them settle well. The childminder discusses changes in their lives and uses books and role-play activities to enable them to share their feelings. For example, children practise dressing in their school uniforms as part of the activities. The childminder also has photograph books so that children see images of their new teachers and classrooms.

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The provision is good

Children are fully engaged and motivated in the activities. They show persistence as they build towers and make patterns using the bricks. The childminder gives older children space to focus on and complete their chosen tasks without interruption from the younger children. She provides a similar, less challenging activity for the toddlers nearby. Children have lots of opportunities to explore using their senses. Toddlers show delight as they squelch the foam between their hands and learn new words, such as 'soft' and 'fluffy'. Opportunities for children to play outdoors are very good and support those children who prefer to learn in this way. Children benefit from the different learning experiences that changes in the weather and seasons provide.

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need to do better?

n Children develop their communication, language and literacy skills very well. They sit with the childminder and listen to their favourite stories. She reads the story in an exciting way. She encourages children to name things they see in the book and to finish familiar and favourite sentences. To engage younger children the childminder encourages them to make sounds using musical instruments to add effect. Children also sing their favourite songs and enthusiastically take part in action rhymes. n The childminder uses her knowledge of what children already know and can do to plan for their next stages in learning. Children make choices from the wide range of resources indoors and outside. The childminder also plans interesting and exciting activities to extend learning. For example, children develop coordination skills as they use magnetic fishing rods to catch fish in the water tray. Children are well prepared across all areas of learning in readiness for

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need to do better?

school. n Children are well behaved for their age and stage of development. The childminder and her assistant help them learn to share and take turns. They praise children for their achievements, which boosts children's confidence and self-esteem. However, the childminder's assistant does not always give

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need to do better?

13 January 2020 explanations to children as to why certain behaviour is unwanted. This does not effectively help them to understand the consequences of their actions on themselves or others. n Children learn how to keep themselves safe and healthy. They learn how to use equipment safely as they play in the garden or in parks. Three-year-old children are confident and capable in managing their own self-care needs, such as dressing, going to the toilet and washing their hands. They confidently tell the inspector the colour of their own hand towel and know why they need to wash their hands before food. n Partnerships with parents are good. The childminder shares information with parents about children's development and gets information from them about what children enjoy and learn at home. This promotes continuity of care and learning effectively so that children are well prepared for their next steps in

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need to do better?

learning and school. n The childminder completes regular training to ensure her knowledge and skills are up to date. She supervises her assistant, shares her training and models good practice. Knowledge gained is put into practice to benefit the learning outcomes for the children. Recent training has included listening skills with children, equality and diversity and a range of safeguarding courses. n Children make choices of the activities they want to do, which promotes independence well. The childminder plays alongside children and uses opportunities that arise to enhance their learning. For example, children who decide to make a fish are shown a picture and they talk about the body parts. They then make their own representation.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children are protected well. The childminder and her assistant know how to recognise signs and symptoms of abuse and neglect. They put children's welfare at the heart of their practice and know what to do if they suspect a child is at risk. The childminder has recently updated her policies in line with changes in the local authority. She shares her policies with parents and gives them ideas about protecting their children, such as keeping them safe when using the internet. The childminder has a good understanding of wider safeguarding issues, such as the 'Prevent' duty and how children might be drawn into extreme behaviours.

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should:

n review ways of managing children's behaviour so that children learn more effectively why certain actions are unacceptable or can harm themselves or others.

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Setting details

Unique reference number EY441033 Local authority Bradford Inspection number 10070070 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 11 Total number of places 12 Number of children on roll 9 Date of previous inspection 5 February 2015

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Information about this early years setting

The childminder registered in 2012. She occasionally works with an assistant. The setting opens Monday to Friday, all year round, except for bank holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n An activity was reviewed with the childminder. n Discussions were held between the inspector, childminder and her assistant. The inspector looked at relevant documentation and evidence of the suitability of adults in the setting. n The inspector took the written views of parents into account.

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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

13 January 2020 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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