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 play happily and safely. They are clearly at ease and have a secure attachment to the childminder. The childminder has overall high expectations for what children can achieve and continually seeks to improve her knowledge and skills. Consequently, children enjoy a generally broad range of activities, including through using home-made resources. For example, they retell favourite stories using recycled materials, such as a caterpillar made out of an empty crisp tube.

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The provision is good

Children make good progress and develop skills for future learning. Older children show a positive approach to new challenges. They learn how to operate trickier mechanisms on torches through good role modelling from the childminder. They demonstrate creativity, small physical skills and focus while using craft resources. Younger children enjoy learning how things work. They press buttons to operate simple technology toys and carefully listen to different noises while shaking sound blocks.

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The provision is good

Children follow daily routines with familiarity. They enjoy snuggling with the childminder for an exciting story before lunch, then readily wash their hands. Children behave well and respond positively to requests, such as tidying up. While doing so, young children learn to match toys to the corresponding labels on the toy tubs. This helps them to develop early mathematical skills.

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need to do better?

n The childminder gathers important information from parents on entry through, for example, a comprehensive 'All about me' document. This helps her to plan for children's care and learning needs during the settling-in period and thereafter. For example, she finds out about children's home routines, family members, likes and comforters. Parents also share information about what children already know and can do. n The childminder continually observes and assesses children's progress. This is reflected in insightful records that capture children's unique learning journey during their time with the childminder. Overall, the childminder considers what children need to master next effectively. However, she does not always focus strongly enough on supporting older children's independence and self-care skills. n Parents are well informed about, and involved in, their children's learning. For example, the childminder messages photographs so that parents can observe

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need to do better?

first-hand what their children are doing during the day. Parents view their children's progress summaries and records of learning and have purchased their children's favourite books to share at home. n The childminder's professional qualification and extensive range of further training have an overall positive impact on the provision. The childminder builds

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need to do better?

11 February 2020 on children's knowledge and skills as they play. For example, older children learn the names of more complex three-dimensional shapes such as a cuboid, cube and cylinder. They identify the biggest and smallest heart shapes on their picture and count these with the childminder's support. n Children work collaboratively to place blocks back into their wooden container. The childminder encourages them to solve problems as she suggests that they might need to move the blocks around. Children take great pride in their achievement when all the blocks eventually fit correctly. n Older children show patience and kindness when younger children occasionally take toys away from them. The childminder sensitively intervenes to support younger children's early understanding of expectations. She instils important social skills as she sits with the children to eat and converse with them. n The childminder supports children's language and early literacy skills through

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need to do better?

effective role modelling. Children listen intently to exciting storytelling. Older children delight in completing the end of sentences. Younger children are eager to lift up the flaps to discover the animals beneath. Children develop small- muscle control while using tools, such as glue sticks. n Children learn about healthy living, for instance through stories, making healthy food choices and physical activity. Children access the local park, go on nature walks and visit the chickens. n The childminder offers an extensive range of resources and play experiences overall. However, she does not consistently facilitate younger children's learning and interests when organising the learning environment and craft activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder carries out good risk assessments to ensure children's safety indoors and outdoors. She completes, and regularly refreshes, a whole host of child protection training. This helps the childminder to keep up to date with changes to safeguarding policies, procedures and practices. The childminder has a good knowledge of possible signs of abuse and the reporting procedures, should she have concerns of this nature. The childminder talks to young children about keeping safe. For example, she reminds them to be careful not to bump their head as they push the toy bus under the table.

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should:

n provide greater opportunities for older children to develop independence and self-care skills n review planned craft activities and the learning environment, to facilitate younger children's learning and interests to the highest level.

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Setting details

Unique reference number 302600 Local authority Bradford Inspection number 10072776 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 9 Total number of places 6 Number of children on roll 6 Date of previous inspection 21 June 2016

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Information about this early years setting

The childminder registered in 1992 and lives in the Thornton area of Bradford. She operates Monday to Friday, from 7.45am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5 and provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector around the areas of the home used for childcare purposes. The inspector observed activities indoors and the interactions between the childminder and the 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 at appropriate times during the inspection. The inspector looked at relevant documents, children's records of learning, training certificates and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The childminder viewed written feedback from parents.

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Inspection activities

11 February 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

11 February 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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