Fenwick, Jane Claire

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

Children develop their independence skills well in the childminder's care. She is passionate about preparing children for their move on to school, as well as developing the skills they require for their future. She has exceptionally high expectations for each child. Children often demonstrate learning and knowledge they have gained in previous visits to the childminder's home or on one of their regular outings into the local area. The childminder aims to build on their knowledge across the curriculum through spontaneous activities using children's emerging interests. Children take time during play to complete tasks themselves. During the inspection, children regularly spoke with pride when they achieved something on their own. Children feel confident and secure in their surroundings. The childminder works hard to help children settle back into her care. Additionally, she communicates with parents about children's development, and offers

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The provision is good

reassurance about their progress and well-being. Children enjoy asking questions to find out new information if they don't know an answer. They call this 'good learning'. Children have good manners and follow routines with ease. They work quickly as a team to tidy up toys while listening to music. Children enjoy chatting to the childminder recalling previous games and tasks they have done together. The childminder has a strong bond with all children and she knows their individual personalities well.

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need to do better?

n The childminder provides a wide variety of accessible opportunities for children to learn deeply across the curriculum. She accurately identifies children's next steps in learning and provides them with the tools to achieve their goals. During play, the childminder demonstrates effective teaching strategies to help engage children. However, she occasionally over challenges children, leading to interruption in their concentration and learning. n Children learn a lot about the wider world and the natural environment nearby. The childminder encourages them to help protect nature and wildlife. Children enjoy making bird feeders using honey and seeds. They thoroughly enjoy exploring texture and using a vast array of describing words. The childminder consistently models new vocabulary to children and encourages them to repeat new sounds. For example, the childminder talks about shapes they can see, such

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need to do better?

as cylinders and spheres. Children's language is rapidly improving. n The childminder embeds mathematical learning into play. Additionally, she aims to cover a range of learning areas within the activities she provides. For example, children enjoy a story of mice jumping into different coloured paints. They count the mice as they go in, as well as predicting the colour they will come back out of the paint pot. Children show great knowledge about colour mixing, along with being able to count objects accurately.

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need to do better?

8 June 2021 n Children access books that help them understand people's differences. The childminder finds using books useful to help children understanding about changes that may occur at home or within a family. She uses them to help children feel more aware and prepared for change, supporting their emotional well-being greatly. Books are also used daily to encourage children's love of reading. Furthermore, they can take books home to share with parents. n The childminder encourages children to try a selection of healthy, home-cooked food. Children enjoy eating at the table, socialising with friends, and achieving the 'empty plate' praise after finishing their meals. They confidently wash their hands prior to eating. n Children have access to a range of interactive and electronic resources to develop an understanding of cause and effect, and simple technology. However, children are not regularly developing an understanding of digital technology

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need to do better?

during play, nor learning the skills required to use it in their lives. n The childminder works hard to maintain and develop her already wide knowledge of childcare and early years education. She works closely with other professionals to keep up to date with changes in practice as well as share new ideas for children's progress. She has good links with other settings where children attend. This enables her to share children's progress and provide consistency in learning. The childminder successfully identifies her strengths and improvement plans for the future.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a sound knowledge of how to keep children safe from harm. She successfully completes a wide range of training to develop her knowledge further, especially that of wider issues. For example, extreme views and behaviours and domestic violence. The childminder understands her responsibility to report any concerns for a child in her care. She keeps children safe in her home and when on outings by completing risk assessments. Additionally, she helps children learn road safety skills and how to manage their own risks. They listen well and follow her instructions.

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should:

n consistently adapt teaching skills to ensure all children's learning needs and abilities are swiftly met n broaden opportunities for children to use and understand digital technology during play, and its purpose.

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Setting details

Unique reference number EY559434 Local authority Bradford Inspection number 10190332 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 15 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Bingley, West Yorkshire. She operates term time only, Monday to Thursday from 7.30am until 5.30pm. The childminder holds a relevant level 3 qualification.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector considered parent's verbal and written feedback. n The childminder and the inspector completed a learning walk around all areas of the setting to understand how the early years provision and curriculum is organised. n The inspector observed the quality of education delivered during activities and assessed the impact this has on children's learning. n The inspector and the childminder completed a joint evaluation of an activity.

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Inspection activities

8 June 2021 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

8 June 2021 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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