Akid, Mischelle

Overall effectiveness Outstanding

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

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The provision is outstanding

Children enjoy an extremely warm and welcoming environment where they feel incredibly confident and secure. They respond well to the childminder, who offers them reassurance and cuddles without hesitation. Children are very happy, self- assured and continually interact with each other and the childminder. This is evident from the constant smiles on their faces. The childminder gets to know children and families exceptionally well. This helps her to gain an in-depth understanding of what early experiences children have. She uses this information well, as the foundation of children's education. For example, the childminder precisely identifies what children need to learn next and has this at the heart of her planning and teaching.

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The provision is outstanding

The support for children's learning is outstanding. The childminder makes full use of every opportunity to maximise children's learning. The outside area is used purposefully to enrich children's development. For example, the extensive gardens and environment provide children with endless chances to learn about nature and seasonal change. Children show care and concern when looking after the family pets. Their behaviour is impeccable and they clearly demonstrate impressive attitudes towards learning from a very young age.

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need to do better?

n The childminder has a clear vision for what she does and offers. The childminder's accurate self-evaluation is informed by detailed feedback from children and families. She reflects on her practice and identifies areas for development. She then puts strategies in place to overcome these, which she feeds back to children and their families. n The children have wonderful opportunities to explore the wider world. They delight in going on outings to local attraction venues and in seeing the large man-made giants. The childminder uses these opportunities to introduce ideas to spark children's curiosity and imagination. For example, children take pleasure in creating their own paper giants, building on their understanding of similarities and differences. n The childminder has formed excellent relationships with parents. Parents state that the childminder is completely dedicated to her job. They comment regularly

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need to do better?

on how children achieve above and beyond their expectations. This is also evident in the detailed assessment and tracking in each child's diary of achievements. n Children use language exceptionally well to explain themselves. The childminder uses innovative methods to aid children's communication. For example, children thoroughly enjoy looking at a series of photographs of their previous activities. The childminder encourages them to talk about these, and they become

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need to do better?

12 February 2020 engrossed as they describe what is happening. n The childminder has a very calm, confident and relaxed manner, helping children to feel comfortable. She tunes in to what children are thinking. She uses each moment to extend their learning and plan for what they need to do next. High- level interactions support children to make exceptional progress. For example, they weigh the animals on scales and make comparisons in size, hearing words such as 'heavier' and 'lighter'. n Where children require additional support, the childminder works tirelessly with parents to ensure children are referred swiftly to other professionals. This helps to further support children in her setting and enables them to make the best possible progress from their starting points. n The childminder fosters opportunities to promote children's understanding of healthy living. Children enjoy nutritious and healthy meals. They are keen to

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need to do better?

show visitors the healthy snacks they enjoy, such as pears. Children develop excellent levels of independence and learn how to tend to their self-care needs from an early age. They actively clean their hands and discuss the need to wash away the germs. n The childminder expertly extends children's early literacy skills. She makes excellent use of stories and songs to capture and engage children's interest. For example, when reading a story, she asks what is happening in the pictures. Children show great confidence as they excitedly respond when they know the answer. n The childminder is extremely passionate about building on her professional development to improve her excellent knowledge and teaching skills even further. For example, after training about picture communication systems, she has introduced more resources to encourage children's excellent communication and language skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is highly experienced and fully understands the signs that may indicate a child is at risk of harm. She is confident in her ability to identify and report concerns to other agencies, if required. The childminder ensures that safeguarding and children's welfare are paramount. She assesses risks in activities, including those outdoors or off site. The childminder takes effective action to minimise hazards. She routinely follows up any unexplained absences and ensures her knowledge of child protection is extremely thorough. The childminder implements her policies and procedures extremely well to help keep children safe.

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Setting details

Unique reference number 302080 Local authority Bradford Inspection number 10117183 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 2 to 3 Total number of places 6 Number of children on roll 4 Date of previous inspection 23 May 2016

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Information about this early years setting

The childminder registered in 1998 and lives in Menston. She operates all year round from 8am to 4pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate childcare 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 completed a learning walk with the childminder to understand how the early years provision and curriculum are organised. n A joint observation was carried out and evaluated by the inspector and the childminder. n The inspector observed the quality of teaching during activities and evaluated the impact this has on children's learning. n At appropriate times throughout the inspection, the inspector spoke to the childminder, children and parents. n The inspector looked at relevant documents and evidence of the suitability of the childminder and other adults living in the household.

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Inspection activities

12 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

12 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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