Childminder 302153

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 are cared for in a welcoming home where the childminder builds strong relationships with them and supports their emotional well-being well. This helps children to develop confidence and to feel safe and secure. Children have a good range of opportunities to be creative. They show great curiosity as they excitedly stir water into the 'magic snow'. The enjoy exploring their senses as they squash the snowy mixture in their hands and describe how it feels. Children make good progress in their language and literacy skills. For example, they use their name card and attempt to copy how the letters are formed. The childminder introduces the sounds that the letters make. She engages children in conversation and makes good use of open questioning, allowing children time to process their thoughts. This provides them with confidence in developing and extending their use of vocabulary and encouraging them to be active talkers. Children learn to count in a

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The provision is good

variety of situations. For example, the childminder uses small world figures and children count these as they learn to recognise size and colour. Children are keen to learn new skills and persevere until they achieve this. For instance, the childminder patiently supports a child to hold and use the scissors. The child is delighted when she successfully snips the paper. Children behave well. This is because the childminder is a good role model and she approaches behaviour management in a calm and consistent way. Children are given positive praise and recognition for their efforts and achievements.

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need to do better?

n The childminder provides a curriculum that is varied and adapted to incorporate children's individual interests. However, although she identifies next steps for children's learning these are not always precise or embedded as well in teaching, to help her fully support children to achieve the best possible progress. n The childminder places a strong focus on helping children to develop their communication and speaking skills. She repeats back what children say, pronounces words clearly and encourages them to copy. She introduces new words and concepts, such as 'open' and 'close', building on their understanding and extending their vocabulary. Children are curious and motivated learners. Their early writing skills are supported as they draw and create their own 'words'. The childminder models counting, helping young children to develop an early awareness of number and quantity. n The childminder sets a good example for children. She teaches them to have

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need to do better?

good manners, share, take turns and be kind to others. Children are developing an awareness of good hygiene procedures, such as washing their hands before eating and after using sticky materials such as glue. Their independence in managing their self-care needs is growing, relative to their ages and capabilities. The childminder asks children if they feel hungry and if they are ready for their

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need to do better?

4 March 2020 snack. Therefore, children learn to recognise their own individual needs and follow routines that suit them. n Children develop an understanding of dangers and how to keep themselves safe. For example, they learn how to use the pedestrian crossing and know that they must stop, look and listen before they cross the road. Children know why they have to sit down while they eat so that they do not choke on their food. The children practise fire evacuations with the childminder, so they know what to do in an emergency. n The childminder shows children how to do things and encourages them to have a go themselves. Her positive praise and warm encouragement help to promote children's self-esteem. Children benefit from regular opportunities to develop their social skills and mix with other children and adults. For example, they attend childminders' groups and visit local shops and the library. n Partnerships with parents are good. The childminder provides daily verbal

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need to do better?

feedback to them about their children's care and the activities they have enjoyed. Parents report positively about the care and education their children receive. The childminder reviews her provision and regularly updates her knowledge through the completion of training and by networking with other professionals. For example, she is part of a group of childminders who share information about good practice and early years issues when they meet.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of safeguarding and child protection procedures. She understands what to do if she has any concerns about the welfare of a child in her care. She is aware of the duty to prevent children being drawn into situations that may put them at risk. The childminder carries out daily checks of her home, assessing any potential hazards and taking steps to minimise these.

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should:

n sharpen planning further, to identify more specific and targeted next steps in children's learning and make the most of opportunities to help them achieve these.

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Setting details

Unique reference number 302153 Local authority Bradford Inspection number 10072763 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection 15 June 2016

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Information about this early years setting

The childminder registered in 1992 and lives in Wyke, Bradford. The childminder holds a level 3 childcare qualification. She cares for children Monday to Friday, all year round from 7.30am to 6pm, except for family holidays and bank holidays. The childminder 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

4 March 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

4 March 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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