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

The childminder offers a welcoming and homely environment where children are happy, safe and secure. Effective settling-in procedures are in place and children quickly form strong attachments with the childminder. Toddlers enjoy cuddles when they are tired or need extra support on waking from rests. Older children are confident to express their needs and wants. The childminder provides a wide range of toys and resources for children that are all easily accessible in the playroom. As a result, children explore their interests with confidence and independence as they choose their favourite toys.

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The provision is good

Children are motivated and eager to engage in their chosen activities. They investigate using their senses. They delight in the feel and noise of the coloured dried rice as it flows through their fingers or cardboard tubes. Pre-school children begin to recognise numbers that they see in the environment, such as numbers on the ducks and bricks. Children explore resources that can be used in different ways, such as corks, curtain rings and bands. They develop early mathematical skills as they sort them into different groups. Children have opportunities to learn through the natural environment. For instance, they discuss the seasons and weather. They enjoy walks and look for the first signs of spring, such as finding snowdrops in parks and woods.

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need to do better?

n The childminder supports children's speech and language development effectively. She engages children in regular conversation throughout the day to extend and build on their communication skills. Toddlers follow instructions well. The childminder speaks clearly and uses repetition of language to help children's understanding. Children also enjoy their favourite stories and rhymes. The childminder places books in cosy areas, such as in a tent, to entice children and build their interest in books. n The childminder knows the children in her care well and confidently talks about what they enjoy, know and can do. She plans a wide range of age-appropriate activities to support and prepare them for their next stage in learning. Overall, children make good progress. The childminder sets challenges for them. However, on occasion, she does not give children enough time to think about how to solve problems and answer questions they are asked. This does not

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need to do better?

maximise learning. n Children's self-esteem and independence skills are promoted very well. They make choices about what they want to play with. The childminder gives them little tasks to do, such as helping to make lunch by pouring the pasta into a pan. Children's art work is displayed, which helps them feel valued. n Children behave well. They learn to share, take turns and cooperate with one

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need to do better?

25 February 2020 another as they play. However, at times, the childminder does not always give explanations to children as to why certain behaviour is unwanted. This does not effectively help them understand the consequences of their actions on themselves or others. n Children increasingly manage their personal care needs well. For example, pre- school children wipe their runny noses and put the dirty tissue in the bin. Children know why they need to wash their hands before meals and after visiting the toilet. This demonstrates good hygiene practice and helps to minimise cross-infection. n The childminder regularly evaluates her practice and is fully committed to making changes across the provision to raise standards. For example, she is currently looking at introducing more open-ended resources that can be used in a variety of ways to help children's creativity. She takes the views of parents and children into account in order to drive improvement.

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need to do better?

n Partnerships with parents are good. Parents are complimentary about the service the childminder provides. Information is shared on a regular basis about children's care and learning through the online system and daily discussions. The childminder gets good information from parents when their children first start and uses the information to ensure that children's needs are met effectively. n The childminder keeps up to date with her professional development through training and discussions with other childminders. Knowledge gained is put into practice to promote the learning outcomes for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities to keep children safe. She reviews her policies and procedures regularly to ensure they are kept up to date with any changes. She ensures that her paediatric first-aid training is refreshed. The childminder has a secure knowledge of the signs and symptoms that a child may be at risk of abuse. Additionally, she knows the procedures to follow and professionals to contact if she has any concerns. The childminder checks the premises on a daily basis to minimise potential risks to children.

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should:

n enhance children's thinking skills, allowing them more time to develop their own ideas on how to solve problems and respond to questions n review ways of managing children's behaviour so that children learn more effectively why certain actions are unacceptable or can harm them or others.

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Setting details

Unique reference number EY336062 Local authority Bradford Inspection number 10073684 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 4 Date of previous inspection 21 April 2016

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Information about this early years setting

The childminder registered in 2006. She lives in Bradford, West Yorkshire and opens Monday to Friday, all year round, except for family and bank holidays. She has an appropriate early years qualification at level 3.

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Inspection activities

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector observed the premises. n The inspector had discussions with the childminder and children. She looked at relevant documentation and evidence of the suitability of adults in the setting.

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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

25 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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