Parkinson, Emma Louise

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children relish the time they spend at the childminding setting and children of all ages engage well in the exciting range of activities on offer. They make excellent progress from their starting points on entry to the setting. The childminder and her assistant have an in-depth knowledge of all children's capabilities. High-quality teaching and interactions ensure children remain challenged and motivated to learn. The curriculum is well considered and understood by all. It successfully builds on children's prior knowledge and ensures they have the required skills to make smooth transitions to their next stage in learning.

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The provision is outstanding

Children's behaviour is exemplary. They have a positive attitude to learning and work collaboratively with their friends on tasks, valuing everyone's contribution. The older children enjoy helping the younger children and include them in their play experiences. When children returned to the setting, following time off during the COVID-19 pandemic, the childminder worked closely in partnership with parents to establish areas of focus and shape the curriculum accordingly. Priority was firstly given to settling children back into the setting, before extending children's experiences further, for example by getting children back out into the community and going on outings to local farms and other places of interest. The childminder recognised that this was particularly important for younger children that were born during the pandemic.

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need to do better?

n Children are inquisitive and independent learners. They thrive in the childminding setting and respond well to the high expectations of what they can achieve. The curriculum is carefully planned to allow children to practise and develop their skills in different ways to deepen their knowledge. n Children learn through a range of practical play experiences and enjoy testing out their own ideas. They use scissors with good control and precision as they snip away at the herbs and use them in their 'potions'. They pour lemon and orange water into different-sized bottles and containers and talk about how much more they need to fill it to the top. n Children enjoy learning about nature and use magnifying glasses to explore snails in more detail. They talk about how beetles become 'camouflaged' when they scurry into the bark. Older children enjoy explaining to younger children the meaning of such words, 'When it goes into the bark, you can't see it because it's

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need to do better?

the same colour and camouflaged'. n Children learn about number and adding one or two more and taking away. The childminder ensures they are secure in this knowledge before moving onto bigger numbers. They sing number rhymes and consolidate this learning through daily routines and practical play experiences, for example 'Five Little Speckled

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need to do better?

29 June 2022 Frogs' acted out in the water play. n Children continuously problem-solve and work well as a team. They persevere and concentrate well on tasks and enjoy a challenge. When a car keeps stopping and will not go down a ramp of tubes and bamboo, children stop and think of the best way to resolve the issue. They suggest, 'first we need to find out why it keeps stopping'. They spot a ridge, and the assistant asks them what they think they could do. They work together, trying different combinations, raising them to different heights. They test each time, then adapt it, until the car goes from top to bottom without stopping. n Children have an extensive vocabulary and speak with confidence in group situations. Both the childminder and her assistant are exceptionally skilled in supporting children's language development. They engage in ongoing dialogue with children during activities and well-timed questions promote language. Lots

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need to do better?

of repetition and modelling of language promotes young children's developing language. For example, when children say 'horsey', the childminder repeats the word back to them to acknowledge what they have said and then adds the word 'horse' to model it correctly. n The childminder and her assistant continually reflect on practice and take all necessary steps to further widen children's experiences. They regularly evaluate the impact of their curriculum to ensure it continues to provide high levels of challenge for all children to enable them to reach their full potential. n Partnerships with parents are very well established. During the pandemic, they received learning packs for their children and regular communication. Parents report how they can clearly see the excellent progress their children are making across all areas of learning. Parents are fully involved in their child's learning journey and transition arrangements, and they appreciate the feedback on how

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need to do better?

they can best support their learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant understand their role in safeguarding children. They attend regular training to keep their knowledge updated. They know the possible indicators that a child is at risk of harm and the procedures to report concerns. They understand the need to act quickly in the best interest of the child. Clear procedures are in place to follow if a safeguarding allegation is made against anyone working with children or a member of the household. Deployment is effective to keep children safe and ensure they are well cared for. The childminder and her assistant encourage children to operate independently in the environment and test out their own abilities, remaining on hand to support and encourage them along the way. Children learn how to keep themselves safe in hot weather, as they put on their sun hats and understand the importance of sun cream.

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Setting details

Unique reference number EY345256 Local authority Bradford Inspection number 10117417 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 18 Number of children on roll 26 Date of previous inspection 25 February 2016

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Information about this early years setting

The childminder registered in 2006 and lives in the Wilsden area of Bradford. She works with three assistants. The childminder provides care all year round, from 7am to 5pm, Monday to Friday, except for bank holidays and family holidays. She holds an appropriate qualification at level 3. Her assistants hold appropriate qualifications at level 5 and working towards level 3. The childminder provides funded early education 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 provider and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the setting and discussed how she ensures it is safe and suitable for children. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The inspector spoke to the children about what they enjoy doing at the childminder's setting. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector talked to the assistant at appropriate times during the inspection and took account of their views.

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Inspection activities

n The inspector looked at written feedback from the parents. n The childminder provided the inspector with a sample of key documentation on request.

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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

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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