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

p.1

The provision is good

The childminder provides a warm, welcoming environment. She knows the children very well and enjoys their company. The childminder gathers effective information about their routines and meets their individual needs. Children are secure and confident in her home.

p.2

The provision is good

Children listen well to the childminder as she explains to them how to unscrew the lid from the dough, or how to roll the dough into a ball. They copy her to try out what she has told them. Children show that they can solve their own problems as they use tweezers to get the last bits of dough from the bottom of the plastic tub. They concentrate well as they complete jigsaws or count objects, and the childminder supports them effectively if they get stuck.

p.2

The provision is good

Children behave very well. They are considerate of each other from a young age. Children share toys and play equipment. They use good manners, saying 'please' and 'thank you' as they ask their friends if they can use the rolling pin to roll their play dough. Children take turns well and when they have finished they pass the rolling pin to their friend, saying 'Here you go'. They show that they have formed strong friendships, cuddling with each other as they lay down pretending to be sleeping bunnies.

p.2

need to do better?

n The childminder has an accurate understanding of what children know and can do. She regularly assesses their development, using this information to plan what they need to know next and how she can support them to learn new skills. For example, the childminder uses a range of activities, such as construction, to test children's knowledge of colours and help them to learn new ones, as this is one of their next steps. n Parents speak highly of the care the childminder provides for their children. They explain how their children enjoy attending and how the childminder supports the children's development well. The childminder finds out about children's interests and uses these to plan activities they enjoy. She talks to parents about the activities the children like doing and how they can support children's learning at home. n Children are safe in the childminder's home. The childminder tests fire detection

p.2

need to do better?

equipment regularly. She has safety gates at the bottom of the stairs and the door to the kitchen to prevent access. The childminder supervises children well. She ensures that toys and equipment are age-appropriate for the children in her care. n Children's language and communication skills are supported generally well. The childminder speaks to children as they play and she asks them effective

p.2

need to do better?

16 January 2020 questions to make them think, or to recall past events. Children enjoy regular singing sessions. They join in with action songs and sing along, making noises of different animals as they sing a song about a farm. The childminder introduces musical instruments and children use shakers and bells as they sing, adding to their enjoyment. However, she is not consistent in the way she helps young children extend their understanding of the names of objects, so they can build their vocabulary. n Older children show good imagination and thoroughly enjoy role play. They pretend to be in a restaurant and take orders from their friends and the childminder, using a book to act as a menu. They cook the food in the pretend oven and bring this to the childminder, charging her 20 pounds for the meal. n Children enjoy a balanced diet with fruit and meals such as pasta in sauce, which they enjoy eating. They can access their drinks independently and the

p.2

need to do better?

childminder provides daily access to fresh air. Children know the importance of washing their hands before eating and this is part of their daily routine, helping them learn about personal hygiene. n The childminder does not provide enough independent access to mark-making equipment in children's play. This means children cannot spontaneously make marks to develop their ideas, extend their imagination and practise their early writing skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has attended training on safeguarding in the last 12 months to ensure her knowledge is up to date and she is aware of any changes. She demonstrates a good understanding of the signs to look for to alert her to a child being abused. The childminder has an appropriate policy to follow should she have any concerns and knows who to report any concerns to. She understands the importance of working closely with other agencies to support any child suffering harm, to help keep children safe.

p.3

should:

n strengthen support for children's communication and language development so that they learn new words and broaden their vocabulary n extend the planning for children's literacy so children can independently practise making marks and develop their early writing skills.

p.3

Setting details

Unique reference number 302119 Local authority Bradford Inspection number 10061697 Type of provision Childminder

p.4

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 6 Number of children on roll 4 Date of previous inspection 26 August 2015

p.4

Information about this early years setting

The childminder was registered in 1997 and lives in Bradford, West Yorkshire. She operates Monday to Friday from 7.30am until 6pm, all year round, except for bank holidays and family holidays. The childminder holds a qualification at level 3. She receives early education funding for four-year-old children.

p.4

Inspection activities

n The inspector held discussions with the childminder at appropriate times during the inspection. These included discussions about how the curriculum was planned and implemented. n A sample of documentation was checked during the inspection, including policies, records of children's learning and training certificates. n The inspector observed children at play and spoke to them during the inspection. n Parents were spoken to during the inspection and their views were taken into account.

p.4

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

16 January 2020 16 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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