Marialia Mercatali

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 show they feel happy, safe and secure in the childminder's care. For example, children snuggle close to the childminder as they listen to stories. They excitedly talk about what is happening in the story and link this to their own experiences of having a barbecue at home. They happily involve the childminder and others, showing confidence and high levels of self-esteem. Children behave very well. They are respectful, kind and caring and enjoy the company of others. Children play cooperatively together. They take turns and share bricks. They build towers and bridges for the cars to go along and under. Children are strong communicators. They engage in activities, seek challenge, and continue to persevere when things get tough.

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The provision is good

The childminder has high expectations, overall, for the children and works hard to help them progress and reach their potential. The childminder speaks Italian and has previously helped children learn this language, in addition to English. The childminder has been particularly successful in maintaining good communication with families throughout the COVID-19 (coronavirus) pandemic, which has strengthened the experiences for children.

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need to do better?

n The childminder gets to know the children she cares for well and recognises what makes them unique. She organises her environment to build on children's interests and plans experiences to encourage their good progress. Children make choices about what resources they would like to play with as they develop their autonomy. For example, children play in a pop-up castle and pretend to be queens. They use dressing up items, such as tiaras and wands, as they explore this interest further. n Children are engaged and engrossed in their learning. The childminder is positive and supports children's communication and language development well. She sits with the children, asking open questions and modelling the correct pronunciation of words. Children eagerly respond to questions and confidently attempt to pronounce new words, helping them to broaden their vocabulary. n Children use their imagination as they play with dinosaurs in oats, ice, and

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need to do better?

water. They talk about what it would be like to be a dinosaur and discuss what they might look like. Children describe how they might get the dinosaurs out of the ice and come up with some interesting ideas. However, the childminder is quick to add her own suggestions and does not allow children to fully test out their own thoughts and ideas. n The childminder is keen for children to be as independent as possible. Children enjoy the responsibility of carrying out tasks. For instance, they help to prepare healthy snacks and meals and meet their own self care needs, such as

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need to do better?

22 July 2021 handwashing. n Children enjoy regular outdoor opportunities. The childminder provides them with plenty of fresh air and exercise. She has recently developed her own garden further, to extend children's physical skills. n The childminder provides a range of opportunities, which help children to learn about the world around them. For example, children visit the local park where they practise climbing and develop their physical skills. They visit the local library and choose a selection of books to borrow and go for walks along the river to watch the wildlife. n Parents are happy with the setting and the service the childminder provides. They say their children enjoy a range of activities and experiences, including days out and playing in the childminder's garden. The childminder keeps parents informed about the types of activities and experiences she provides through daily chats and online platforms. However, the childminder is not always

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need to do better?

successful in making sure that all parents are fully informed about how they can best support their child's learning at home. n Although there are currently no children attending with special educational needs and/or disabilities, the childminder understands the importance of communicating any concerns about a child's development. She describes working with parents, other professionals, and specialists to provide high-quality support.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her knowledge and skills up to date through attending regular safeguarding training. She knows what signs and symptoms might indicate a child is at risk of harm. She is aware of the correct procedures to follow and who to contact regarding any concerns. The childminder keeps the children in her setting safe. She completes regular risk assessments to make sure the environment and resources she provides are age appropriate and safe.

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should:

n improve the information provided to parents about how they can support their child's learning at home so that they make the best possible progress n allow children to fully test out their own thoughts and ideas as they play, to help them to develop their problem-solving and critical thinking skills.

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Setting details

Unique reference number EY557508 Local authority Bradford Inspection number 10175209 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder was registered in 2018. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays.

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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 and the childminder completed a learning walk to understand how the curriculum is organised. n A joint evaluation of an activity was carried out by the inspector and the childminder. n The inspector held a meeting with the childminder. She looked at relevant documentation, such as evidence of the suitability of persons living or working in the household. n The inspector had conversations with children during the inspection. n The inspector spoke to parents to gather their views about the setting.

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Inspection activities

22 July 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

22 July 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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