Jacques, Rebecca

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 very much at ease. They enjoy their time with the loving and nurturing childminder, who they have strong emotional attachments with. This helps them to feel safe and secure. Younger children readily approach the childminder to seek comfort and a cuddle. Older children excitedly enter at lunchtime and are warmly welcomed by the childminder. They are eager to start playing and confidently talk about their morning at nursery.

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The provision is good

Children take part in a generally good range of activities that help them to make progress and prepare them for starting school. Older children test out their ideas, for instance while building with construction toys or scooping dried pasta with toy diggers. Younger children engage in simple pretend play, such as placing a doll on the toy potty. Children delight in the childminder's effective interactions as she reads stories, sings songs and engages in their play.

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The provision is good

Children behave extremely well. They readily follow daily routines that build on their independence skills, such as washing their hands before meals. As children eat mashed fruits mixed with yoghurt, the childminder recalls their trip to pick the blackberries. Children are sociable and happily play alongside one another. They enjoy involving adults in their imaginative play with role-play resources, such as toy food.

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need to do better?

n The childminder plans varied activities and experiences. She continually observes and assesses children's progress. This helps her to identify and support children's significant developmental milestones, such as learning to walk and talk. However, the childminder does not fully consider younger children's stage of learning and interests when planning the learning environment to support child-initiated play. n The childminder's own love of the outdoors enriches children's experiences and understanding of the world. For example, children visit the childminder's chickens to help collect eggs and make scrambled eggs. They visit local working farms and buy fresh produce from the farm shop. Children help to make crumbles using fruit which they have picked. n The childminder models language effectively to support children's early communication skills. Children aged under two years use gestures, sounds, facial

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need to do better?

expressions and movements alongside their emerging language. The childminder tries to interpret what they are attempting to communicate and repeats words and phrases. n The childminder fosters children's love of songs and books. She reads stories with great excitement and enriches storytelling with props. This sustains

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need to do better?

12 September 2022 children's engagement superbly. The childminder sings songs that make daily routines fun. She takes children to local music and movement groups, where children sing and dance with a wider social group. n The childminder expands children's learning as they play. For example, she incorporates early mathematics while helping children to build a train track. The childminder describes the textures of different tactile materials in the tray, which children explore with intrigue. n Children have ample fresh air and exercise. The childminder incorporates hearty, freshly prepared meals into their healthy daily diet. This contributes to children's all-round physical well-being and understanding of healthy lifestyles. n The childminder provides some opportunities for children to learn about diversity, such as finding out about their own or others' special celebrations. However, she does not build on children's early understanding of a broader

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need to do better?

representation of people, families and communities beyond their own. n Younger children practise their developing physical skills, for example as they use the rocking horse and wheeled toys. Older children develop good hand-to- eye coordination while using large tweezers and scooping tactile materials, for example. n The childminder promotes children's early independence effectively, such as encouraging them to put on their rain suits and wellington boots. She gives children ample praise and encouragement which helps to foster their self-esteem and confidence. n The childminder gathers important information from parents to help children to settle in. Strong partnership working continues thereafter to support children's care and learning. However, partnership working with other providers is not as well established to support children's transitions. n The childminder keeps up to date with changes and distributes parent

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need to do better?

questionnaires to help shape her childminding service. Her future plans include making greater use of local authority training to build on her knowledge and practice.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder can identify the possible signs of abuse and she understands how to report concerns of a child protection nature. This helps to promote children's welfare and keep them safe. The childminder identifies and reduces potential hazards. As part of this, she uses a variety of safety equipment. This helps to ensure that the premises are safe and secure and minimises accidents. The childminder closely supervises children and talks about safe practices. For example, she reminds children to hold on to the banister when walking up the stairs and uses the Green Cross Code when visiting the outdoor play area.

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should:

n strengthen curriculum planning so that available resources take full account of younger children's individual learning needs and interests and help them to make even better progress n build on children's understanding of a wider representation of people, families and communities beyond their own n expand on partnership working with other settings which children attend in order to promote greater continuity in children's care and learning.

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Setting details

Unique reference number EY456444 Local authority Bradford Inspection number 10075320 Type of provision Childminder

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Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 6 May 2016

p.5

Information about this early years setting

The childminder registered in 2013 and lives in the Oldfield area of Keighley, Bradford. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. 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 childminder and has taken that into account in their evaluation of the childminder. n The inspector observed areas used for childcare purposes, care routines and the activities taking place. n The inspector held discussions with the childminder to understand how she organises the early years provision and implements the curriculum. She observed the quality of education during activities and assessed the impact this has on children's learning. n The childminder and the inspector carried out a joint evaluation of an activity. n The inspector spoke to children during the inspection. The childminder shared written feedback from parents and questionnaires. n The childminder shared relevant documents. These included training certificates and evidence of the suitability of persons living in the household.

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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

12 September 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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