Childminder EY397732

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

The childminder has a calm and nurturing manner and children are clearly happy in her care. Children form affectionate attachments to the childminder. They show in their behaviour that they feel safe and secure. For example, babies seek reassuring cuddles from her when the inspector arrives. The childminder supports children's communication and language skills effectively. She speaks clearly, adds new words into children's vocabularies and repeats words back to them correctly. Older children use their imaginations as they pretend to be shop keepers with a toy till. They swipe the items and ask the childminder for payment. Babies are inquisitive as they explore interactive toys. They develop their physical skills as they post toys into slots and hold onto furniture to help balance before taking tentative steps. The childminder has high expectations of what children can achieve. When children hesitate in their learning, she encourages them to keep trying and gives them

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The provision is good

encouragement to succeed. Children's behaviour is managed well by the childminder as she encourages them to be polite and develop good social skills. They develop a positive sense of themselves and thrive on praise from the childminder. Older children become independent at managing their own personal care, such as going to the toilet and dressing themselves.

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need to do better?

n The childminder is skilled at identifying children's interests and uses them effectively to help them make good progress. She has a secure understanding of how to use conversations to promote children's problem-solving, listening and speaking skills. For example, the childminder encourages children to think about the size of the dolls and which clothes will fit them. Children learn to compare and test out their ideas. They become confident as they learn that some clothes are too small, and some are too big. n The childminder regularly evaluates where children are in their development. She shares her findings with parents and works with them to support their children to make progress. Parents value the regular communication they have about their children's learning. They feel well informed and value the childminder's kind, caring and patient approach. n The childminder engages children in conversation and uses skilful techniques to

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need to do better?

encourage them to think and enquire. She extends their learning during activities, making links to remind them of past events. For example, recalling a visit to a friend's house, she challenges children to remember what numbers they saw on the road sign. Children give careful consideration and then confidently remember it was number three and zero. n Children enjoy many outings. They learn about the world around them as they walk and explore the neighbourhood. They learn about different festivals and cultures throughout the year. For example, they enjoy making sweet dumplings

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need to do better?

30 January 2020 and learn how to say 'Happy New Year' in Chinese. n The childminder knows what children like to do. She lets them choose their favourite activities and extends their learning as they play. For instance, she introduces simple mathematical concepts of size, shape and colour and counts the candles on the pretend birthday cake. Children watch and listen as the childminder repeats the counting on her fingers to reinforce their learning. Children demonstrate good hand control as they hold pencils. However, while children enjoy mark-making activities, they cannot easily access the full range of resources available to them. n The childminder is caring, sensitive and responsive to children's needs. For example, she recognises when children are tired and provides them with soothing words, reassurance and their special comforters from home. This helps to support children's good emotional well-being. Children learn to respect others.

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need to do better?

They are able to make their own decisions throughout the day. They are developing a strong sense of self and are confident and very well behaved. n The childminder has forged strong links with other providers in her area. She works in partnership with other settings that children attend, to help enhance their experience and maintain continuity in their learning. The childminder is keen to develop her practice further. She regularly meets with other childminders and views relevant online forums and early years websites to keep up to date with current guidance and legislation. The childminder reflects on her practice and values the views of parents to help her to identify areas to develop further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of child protection procedures. She knows how to recognise the possible signs and symptoms of abuse. The childminder is clear about the procedures she must follow if she has any child protection concerns. She has a broad understanding of wider safeguarding concerns and how to identify and report these to relevant authorities. The childminder carries out risk assessments of her home to ensure children remain safe.

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should:

n enhance the learning environment for older children through the provision of additional resources that support their attempts at early independent writing.

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Setting details

Unique reference number EY397732 Local authority Bradford Inspection number 10106522 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 5 Total number of places 6 Number of children on roll 3 Date of previous inspection 11 September 2015

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Information about this early years setting

The childminder registered in 2009 and lives in Addingham, Ilkley. She cares for children all year round from 8am to 5pm, 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 two-, three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke with the children during the inspection. n The inspector took account of the views of parents from the written feedback provided.

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Inspection activities

30 January 2020 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

30 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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