Throupe, Sarah Louise

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 happy and settled with the childminder in the relaxed home-from- home environment. They use a selection of interesting learning resources that the childminder provides for them. They eagerly engage with the effective balance of child-led and adult-led activities on offer. This helps children make good levels of progress.

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The provision is good

Children form strong and trusting attachments with the friendly and caring childminder. This helps children to feel safe and secure. They benefit remarkably well from the high levels of praise and encouragement that they receive for their good efforts and achievements. This positively contributes to children's growing self-esteem and sense of belonging.

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The provision is good

The childminder takes the time to get to know children in her care. She gathers detailed information from parents about their child's individual care and learning needs when they first start at the setting. The childminder uses this information to plan familiar routines and play equipment that foster children's interests. This helps children to settle-in quickly from their starting points. The childminder also considers the impact of the COVID-19 pandemic on children's sense of well-being and relationships. She has focused on helping children to settle back into their daily routines and supports them to build effective relationships with their peers.

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need to do better?

n The childminder has high expectations of what children can achieve. She plans an ambitious curriculum, overall, that is tailored towards the individual needs and interests of all children. However, on occasions, the childminder does not always carefully consider the learning resources used during some adult-led activities. Some of the play equipment provided is not consistently matched to the learning intentions. This does not consistently help children to build the knowledge and skills that the childminder intends them to learn. n Children develop their mathematical skills well. Younger children enjoy building towers using various-shaped building blocks. The childminder teaches children the name of each shape and encourages them to count the total number of blocks used. Older children competently complete simple number bonds. For example, they add two groups of blocks together and count the total number in

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need to do better?

the group. n Children thoroughly enjoy listening to the childminder read. They confidently answer questions about what is happening in the story and talk about the characters. This helps to build on children's vocabulary and language development. n The childminder successfully supports children to develop their literacy skills.

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need to do better?

29 June 2022 She provides children with opportunities to develop the physical skills needed for writing through creative activities. For example, children explore making marks using their hands, paint brushes and pencils. They learn the different letters in their name and practise writing these. Older children are proud of their achievements as they accomplish writing their own name. This helps to prepare children for their eventual move to school. n The childminder consistently reinforces the boundaries and expectations of children's behaviour. She reminds them to follow rules and consider other children's feelings. However, the childminder does not always support children to understand how to manage risks during play. This limits children's learning of how to manage their own personal safety. n Children learn how to lead healthy lifestyles. They thoroughly enjoy eating the fresh fruit snacks and healthy meals prepared for them. They access the local

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need to do better?

park for daily exercise and to further develop their already good physical skills. Children are encouraged to be independent in managing their personal hygiene, such as washing their hands at mealtimes. n The childminder seeks feedback from parents and other early years professionals to identify ways to maintain a good-quality service. However, she does not monitor or evaluate the quality of teaching. This does not help to raise the already good standard of teaching and practice to the highest level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder's safeguarding knowledge is good. She accesses training online to keep up to date with current child protection matters. The childminder is clear on how to recognise the signs that indicate a child may be at risk of abuse. She knows how to respond to concerns about children's welfare and what to do in the event that an allegation is made against her. The childminder ensures that all areas of her premises that children access are safe and suitable.

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should:

n ensure resources are carefully considered and match the learning intentions well during adult-led activities n support children in learning to consistently understand how to manage risks during play n focus more precisely on evaluating the quality of teaching and identify ways to help raise this to the highest level.

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Setting details

Unique reference number EY415798 Local authority Bradford Inspection number 10106538 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 7 Date of previous inspection 2 November 2015

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Information about this early years setting

The childminder registered in 2010 and lives in Cullingworth, Bradford. She operates Monday to Friday, all year round, except for family holidays and bank holidays. Session are from 8am until 5.30pm. The childminder holds an appropriate qualification at level 3. She provides free funded early education places for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The inspector and childminder completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of an activity with the childminder. n The inspector held discussions with parents and children at appropriate times during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

29 June 2022 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

29 June 2022 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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