Marshall, Hannah Victoria

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

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The provision is outstanding

Children receive high-quality education and a wide range of rich experiences in the care of this experienced childminder. They feel safe and secure and separate from their parents with confidence. Children wave goodbye and become involved in their play immediately. They snuggle down on their mats and quickly fall asleep when tired. Children seek out cuddles from the childminder when they wake. They form warm, positive relationships with her.

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The provision is outstanding

Children learn about the world around them. They learn about themselves and gain an understanding of the wider community, world and universe. Children learn about equality and diversity. For example, books, pictures and activities provide opportunities for discussion about cultures, ethnicities and religions. They visit churches and mosques, go on nature walks and visit 'stay-and-play sessions'.

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The provision is outstanding

Behaviour is excellent. The childminder is a very good role model for children. She has high expectations of behaviour. Children make rapid progress in their personal, social, physical and language development. Children are highly motivated and are eager to join in and play cooperatively with each other. The childminder offers many opportunities for children to become independent learners. Two-year-old children butter their own toast, wash up and clean the table, ready for the next activity. They put on their own wellies and coats to go outside and keep on trying when faced with difficulties. Children are consistently engaged and have a positive attitude to their play and learning. For example, children set out their work mats, choose and complete activities. Once finished, they then put the resources back where they belong.

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need to do better?

n The childminder implements a curriculum that is ambitious and gives children the knowledge needed for their next stage in their learning. They learn about who they are as individuals and are confident, independent learners. n The childminder has excellent knowledge of how children learn, what they need to learn and remember and how to build on their previous knowledge. For example, two-year-old children learn the steps of setting out an activity on a mat, independently accessing the resources and completing the activity. Children then pack away the activity, return it to the shelf and then roll up the mat and put it away, remembering where everything goes. Children remember what they have learned and are able to build on this. n Children are listened to and their views respected. They help to make the rules of the setting and discuss why they are needed. This helps children to understand the rules and how they keep themselves safe.

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need to do better?

n The childminder teaches children how to be safe online and what to do about

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need to do better?

1 December 2022 any concerns they may have about what they have seen or heard. For example, children talk about their feelings, the differences between surprises and secrets and why your body is 'your body'. Children are encouraged to share concerns with a trusted adult. This helps children to keep themselves safe. n Children are taught to be independent. The youngest children are extremely competent, showing a 'can-do' attitude and high levels of concentration during activities. New skills are taught effectively by the childminder. For example, two- year-olds are taught the skill of putting their coats on, putting their arms in the sleeves and flipping it over their heads. Children do this expertly. They cut their own fruit and then climb onto the stand to wash their plates in the sink. Children take great pride in accomplishing these tasks. n Children are supported to develop their emotional well-being. Resources, such as

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need to do better?

an emotions board with pictures of parents, encourage children to talk about their feelings. Children know which family members belong to each other. Children feel a sense of identity and take pride in talking about their families to their friends. n Children learn how to care for animals. They save the tops from strawberries they have cut up to give to the guinea pigs. Children enjoy the responsibility of feeding the guinea pigs. Children know they need to lock the door after feeding them, 'so they don't escape'. n The childminder knows the children and families extremely well. She works closely with families to support the individual needs of the children. Comprehensive baseline assessments are undertaken when children first start. Ongoing assessments ensure the childminder knows what children can do and what their next steps in learning are. Two-year progress checks are completed effectively and shared with parents. Records for children with special educational

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need to do better?

needs and/or disabilities (SEND) provide detailed reports for outside agencies. n Parents are extremely happy with the care and support they receive from the childminder. They comment on the range of activities she delivers and how much their children learn while in her care. They feel informed of their child's learning, activities and daily care needs. Parents of children with SEND feel very supported and report on how their children have become much more independent since starting. n The childminder is proactive in keeping up to date with her professional development. She constantly seeks out training opportunities and works with other childminders to complete peer observations and professional discussions to inform and help develop her practice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has excellent knowledge of safeguarding and uses this to keep children safe. She understands the signs and symptoms of abuse and knows how to act swiftly on any concerns. The childminder keeps her training up to date. Children practise fire drills so they know what to do in an emergency. Children are taught in an age-appropriate way how to keep themselves safe from harm. Robust

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Safeguarding

1 December 2022 risk assessments ensure the home, both inside and out, is a safe and secure learning environment for children.

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Setting details

Unique reference number 2600522 Local authority Bradford Inspection number 10263408 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 4 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Haworth. She operates 46 weeks a year, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a qualified level 4 Montessori teacher who provides a Montessori learning experience for children. The childminder provides funded 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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children told the inspector about their friends and what they like to do when they are at the childminder's. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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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

1 December 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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