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 Not applicable

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The provision is good

The childminder creates a warm and welcoming environment that helps to keep children highly motivated and eager to learn. Children are free to explore the wide range of toys and play equipment available to them. The childminder fosters their independence and gives them the freedom to make choices in their play. She builds wonderfully strong and respectful relationships with children. She reinforces clear and consistent boundaries and expectations of their behaviour, and reminds them to use their good manners. Children's behaviour is good. They are very kind towards their friends and happily share and take turns. Children demonstrate that they feel safe and secure in the childminder's care. They have high levels of confidence and self-esteem.

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The provision is good

The childminder has a secure knowledge of the early years foundation stage. She completes accurate observations and assessments of children's learning. She tracks their progress and uses this information to identify the next steps in their learning. The childminder shares this information with parents and promptly incorporates any suggestions that they make into effective activity and learning plans. Children receive the individual support that they need in their learning. They make good progress and develop the skills they need for their future learning and eventual move to school.

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need to do better?

n The childminder implements effective settling-in procedures. She gathers key information from parents about their child's learning and care needs when they first start at the setting. She uses this information to plan a familiar environment and ensure that their care needs are met. This helps children to settle in quickly. n Children develop very good literacy skills and a love for reading. They thoroughly enjoy listening to familiar stories, such as 'The Gruffalo'. The childminder creates good levels of anticipation and uses intonation in her voice as she reads. Children become very excited and guess what will happen next, using pictures for clues. After the childminder has finished reading, the children sit together and retell the story. They handle books with care, turn the pages and confidently recall key themes and repeated refrains. n The childminder creates a language-rich environment where children build a

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need to do better?

good range of vocabulary and mathematical skills. For example, she uses open- ended questions and encourages children to recognise shapes, count, group items and complete simple addition and subtractions. However, she does not consistently give children enough time to think and respond to questions they are asked. n The childminder plans a range of experiences for children to develop their social skills in preparation for school. For example, they access local playgroups where

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need to do better?

28 January 2020 they meet new people and make new friends. Children learn how to cooperate, negotiate and share ideas. They play alongside their friends well and engage in each other's play. n The childminder makes the most of spontaneous opportunities to develop children's understanding of the world and enhance their learning. For example, children are learning about seasons. They play with blocks of ice and observe what happens as it begins to melt in the heat. The childminder notices that it has started to snow outside. Children excitedly go outdoors and hold their arms out to catch the snow. They closely observe what is happening as the snowflakes begin to melt and compare it to the frozen ice. n Children know the daily routines well and develop a good concept of time. They know when it is mealtime and help to tidy away toys in preparation for this. Children follow good hygiene routines and develop their independent self-care

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need to do better?

skills. They take care of their personal hygiene and wash their hands and the tables. Children thoroughly enjoy having responsibilities and help to cut their own bananas for snack. n Although the childminder seeks feedback from parents and children to evaluate the quality of her setting and identify areas to improve, she does not use self- evaluation to sharply focus on professional development in order to raise the quality of teaching to the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes thorough daily checks to ensure her premises are safe and suitable for children to access. She completes research online and accesses regular safeguarding training. This helps her to keep up to date with current child protection matters. The childminder understands how to recognise the signs and symptoms of possible abuse. She knows how to respond to concerns about a child's welfare or in the event an allegation is made.

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should:

n consistently give children the time that they need to think and respond to the good questions they are asked n sharpen self-evaluation and the focus on professional development opportunities to help raise the quality of teaching to a consistently higher level.

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Setting details

Unique reference number EY546563 Local authority Bradford Inspection number 10130885 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 2 Total number of places 6 Number of children on roll 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Eastburn, Keighley. She operates Tuesday to Friday, all year round, except for family holidays and bank holidays. Sessions are from 8.30am until 5.30pm. The childminder holds a suitable level 3 qualification.

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Inspection activities

n The inspector completed a learning walk with the childminder and discussed how the curriculum and setting are organised. n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n The inspector reviewed written feedback from parents and held discussions with children during the inspection. n A joint evaluation of an activity was completed with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation, including policies, procedures and other records regarding health and safety.

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Inspection activities

28 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

28 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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