Hibbert, Karen

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 clearly enjoy attending this warm, home-from-home environment. The childminder takes time to get to know children. She uses her good knowledge of child development to carefully consider the activities which she plans for children, to help them to make progress in their learning. The childminder knows when to take a step back and observe children playing, and when they need support to extend their learning.

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The provision is good

Children confidently speak to others and readily introduce themselves and their friends to the visiting inspector. Children develop a secure understanding of how to manage their behaviour. They understand the positive house rules, such as using, 'kind hands' and 'walking feet inside'. The childminder and her assistant are consistent in their expectations, reinforcing the rules in a calm manner. Children form secure bonds with the childminder and her assistant. Children often seek the childminder and her assistant out for cuddles.

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The provision is good

The childminder uses resources to ignite children's curiosity. Children spend significant periods exploring role-play and dressing-up resources. For example, they walk around the room wearing different hats. Children show how they can use their imaginations, as they pretend to be a chef in the role-play kitchen. They explain which ingredients they are using and offer their friends food.

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need to do better?

n The childminder offers a balanced curriculum that is well sequenced. She shares detailed written progress checks and her assessments with parents. Consequently, parents are aware of the progress which their children make and how they can continue their children's learning at home. n Children learn how to use mathematics while they play. For example, the childminder counts as children build bricks. She engages in discussions with children as they enjoy rolling balls down a slope. The childminder talks to children about the ball travelling fast and slow, and they giggle as they chase after it as it rolls across the room. n The childminder supports children with special educational needs and/or disabilities (SEND) well. She works in partnership with parents and other professionals to ensure that children have all the support that they need to thrive. The childminder implements strategies effectively to make sure that

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need to do better?

children with SEND make good progress. n Children benefit from fresh air and opportunities to develop their physical skills. For example, they use balance boards to develop their large muscles. Children also go on regular outings in the local community. They are offered healthy snacks and meals. Children begin to understand about healthy lifestyles.

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need to do better?

19 January 2023 n The assistant supports children to build on their emotional security. They play fun games together. For instance, children giggle in delight as they play 'peep-a- boo' with scarves. They eagerly wait for the assistant to repeat the action again. n The childminder supports children's communication and language development. She models language well, to ensure that children hear the correct pronunciation of words. The childminder values and encourages role play and singing, and introduces new language as children play. n Partnership with parents is strong. Parents are very pleased with the care their children receive and the progress they make in their learning. They speak highly of the childminder and her assistant, and the nurturing care and exciting activities they offer to the children. n The childminder reflects on her practice to identify ways to improve the support for children's learning. For example, she completes training and independent

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need to do better?

research that puts children at the heart of their own learning. For example, she has extended activities, resources and experiences to develop children's curiosity and enhance their learning. However, the childminder has not established a training programme to extend her assistant's knowledge and skills further. n Overall, children's independence is well supported. For instance, they know when it is time to wash their hands. However, the childminder does not consistently maintain a well-organised learning environment. When children finish playing with resources or toys, they leave them on the floor. At times, this means they do not have enough space to play, and younger children do not have enough room to practise their walking skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The premises are safe and secure. The childminder has a sound understanding of her duties to ensure that all adults in the premises are suitable to be around children. The childminder and her assistant know how to correctly manage allegations. The childminder ensures that training in safeguarding and first aid is up to date for herself and her assistant. They know how to help protect children from harm and keep them safe. The childminder and her assistant have a good understanding of a range of safeguarding issues, such as the effects of radicalisation and domestic abuse.

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should:

n develop a programme of professional development for the assistant to enhance her knowledge and skills further n maintain a well-organised learning environment and promote children's understanding of routines, to give them more space to play and walk.

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Setting details

Unique reference number EY380545 Local authority Bradford Inspection number 10263073 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 12 Number of children on roll 27 Date of previous inspection 19 April 2017

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Information about this early years setting

The childminder was registered in 2008 and lives in Clayton. She operates all year round, between 6.30am and 5.30pm, Monday to Friday, except for bank holidays and family holidays. She works with an assistant. The childminder provides funded early education for children aged two, three and four years. She and her assistant hold early years qualifications at level 3.

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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 around the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector looked at a sample of the childminder's documents, including evidence of training and the suitability of those living on the premises. n The inspector spoke to parents and viewed written feedback to gather their views. n The childminder joined the inspector for a joint observation.

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Inspection activities

19 January 2023 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

19 January 2023 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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