Childminder EY401311

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Met

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The provision is good

Children aged two years and under are very much at ease. They confidently choose what they want to play with as they move freely around the playroom. Children have secure emotional attachments to the loving childminder, which helps them to feel safe and secure. For example, they enjoy warm cuddles and snuggle on the childminder's knee for a favourite story, which they clearly enjoy.

p.2

The provision is good

The childminder has high expectations of what children can achieve and provides a wide variety of experiences, overall, across the areas of learning. She works in close consultation with parents to find out about children's knowledge, skills and experiences on entry. This helps her to build on what children already know and can do and optimise their subsequent learning.

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The provision is good

The childminder sensitively talks about sharing and taking turns to help young children learn important early social skills. Children delight in the childminder's good-quality interactions. For example, she models how to roll the dough or how simple technology toys work. Young children show good focus and a positive approach to learning as they play. They show early imagination while imitating home experiences with role-play toys.

p.2

need to do better?

n The childminder supports younger children's language skills effectively. She sings songs, excitingly reads stories and provides a narrative during activities and care routines, such as nappy changing. This helps young children to connect words and actions and build on their simple sentences. n The childminder continually observes and assesses children's achievements, to plan their future learning. She generally considers children's interests well, for example providing dolls to build on their early pretend play. However, the childminder does not optimise children's curiosity about sensory media and materials when planning for child-led play in the learning environment. n Young children are clearly familiar with daily routines. This includes those which promote healthy lifestyles, such as washing hands before eating. Children delight in imitating care routines with dolls, such as changing their nappy,

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need to do better?

putting them in the pram and placing them in the high chair to give them play food. n The childminder gathers important information from parents about children's uniqueness, individual needs and home routines. This provides a consistent approach that helps children to feel secure. Parents add comments to their children's progress summaries and provide regular updates to help inform the childminder's planning. However, information sharing with other settings that the older pre-school children also attend is less well established.

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need to do better?

10 January 2020 n Young children develop early mathematical skills. For example, the childminder counts the nappies in their bag and encourages them to solve problems. She asks what might happen when they operate certain mechanisms on technology toys. Young children develop strength in their small muscles in readiness for future writing. For example, they squeeze and pinch the squishy dough during an adult-planned activity. Young children delight in making marks as they swirl their finger around the orange juice that has oozed out onto the table. n Young children develop early independence and confidence. They try to do things for themselves, including taking the lid of their yoghurt, putting on footwear and peeling fruit. They show great perseverance when the thin orange skin proves quite tricky. The childminder sensitively intervenes to help children achieve what they set out to do. n Children have many opportunities to be active, including through outings, which

p.2

need to do better?

contributes to their physical well-being. The childminder encourages young children to practise different movements reflected in a favourite story, such as stretching and wobbling like jelly. n The childminder talks to young children about their own uniqueness and special events, such as their imminent birthday. She reflects diversity within her resources and helps older children to learn about celebrations from around the world, for example. n Parents actively contribute their views as part of the childminder's good self- reflection and plans for improvement. The childminder's qualification and further training, such as exploring technology outside the home, has a positive impact on children's learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of the possible signs of abuse and how to report child protection concerns to help to keep children safe. She keeps up to date with current and wider safeguarding issues, for example, by refreshing her training. The childminder undertakes good risk assessments to promote children's safety and welfare inside and outside the home. She demonstrates safe practices, such as securing young children in high chairs and closely supervising them while they eat.

p.3

should:

n extend opportunities for younger children to use, move and combine media and materials in different ways, to enhance their natural curiosity as learners n enhance partnership working and information sharing with other settings, in order to provide a greater shared approach to children's learning and support them to the highest level.

p.3

Setting details

Unique reference number EY401311 Local authority Bradford Inspection number 10117484 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 11 Total number of places 6 Number of children on roll 11 Date of previous inspection 28 April 2016

p.4

Information about this early years setting

The childminder registered in 2009 and lives in the Baildon area of Bradford. She operates Monday to Friday, from 8am to 5.30pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector observed the areas used for childcare purposes, activities indoors, and the interactions between the childminder and children. n The inspector carried out a joint evaluation of an activity with the childminder. n The childminder and the inspector held a number of discussions. The inspector looked at relevant documents, children's records of learning and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The childminder shared written feedback from parents with the inspector.

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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

10 January 2020 10 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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