England, 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

In this nurturing environment, children flourish emotionally due to the childminder's focus on building strong bonds. Children feel safe, cherished, and free to share their opinions and thoughts, which are highly valued. Children freely explore the inviting learning environment, indoors and outdoors. The childminder has high expectations for children's behaviour. She promotes a positive, respectful environment with lots of encouragement and praise. The childminder creates an inclusive environment, where children make good progress in their learning, preparing them well for the move on to school.

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The provision is good

The childminder supports children to be inquisitive. They demonstrate their impressive ability to focus as they play with water and sea creatures. The childminder encourages the children to talk about and describe the properties of blocks of ice that she adds to the water. Children learn that ice melts in warm water, and they are thrilled as they expose hidden fish. The childminder's planning for children is well sequenced, and the curriculum builds on what children already know and can do.

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The provision is good

Children become increasingly independent and resilient to new challenges. For example, they use an apple peeler with the support of the childminder. They then demonstrate their skills using a knife to cut up the fruit they enjoy at snack time. Children are building their self-confidence and developing a 'can-do' attitude.

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need to do better?

n Children have many opportunities to develop their physical skills. They spend time in the childminder's garden, as well as visiting community groups and places of interest further afield. In the garden, children show their determination as they try hard to throw a ball into a basketball hoop. Children shriek with laughter and clap as they score a hoop. They find it funny that adults are unable to complete the task successfully, demonstrating a good sense of humour. Visits to parks to use large play equipment help to develop children's core muscle strength. n The childminder supports children well to develop their social skills. Children frequently attend toddler groups and other local activities with other childminders and their children. These activities build children's confidence with larger groups of children and help them to learn about their local community and the wider world around them. n The childminder forms trusted partnerships with parents. She keeps them well

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need to do better?

informed about their children's progress. This helps them to continue to promote children's learning at home. Parents praise the childminder in their written statements. They comment on the excellent progress their children have made.

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need to do better?

29 February 2024 Parents say they found the home visit completed by the childminder a great way for their children to get to know her. Additionally, they found her to be caring and informative. n The childminder provides very well-planned, thoughtful adult-led activities that are sequenced effectively to challenge children's thinking and learning. For example, children engage in a range of activities linked to a story. The childminder introduces new language, such as sea foam, and explains its meaning. Through practical activities, children experiment and practise using this new language in their play. However, during some child-initiated play, teaching is not as effective. The childminder occasionally completes tasks for children that they could attempt for themselves. n The childminder supports children's health and well-being. Children have lots of opportunities for fresh air and exercise. They enjoy healthy snacks and meals

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need to do better?

provided by the childminder. Children learn how to keep themselves safe. The childminder provides gentle reminders for children to sit properly at the table to ensure they do not fall. She prompts them to move away from the basketball hoop, so they do not get hit by a ball thrown by another child. n The childminder evaluates her provision well. She regularly gains feedback from parents, children, other childminders, and the local authority. The childminder has a positive attitude to her continued professional development. For instance, training on autism awareness has helped her to understand how to support children with autism. The childminder ensures that mandatory training is up to date.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n develop the use of high-quality interactions during child-initiated activities to support children to make the best possible progress at every opportunity.

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Setting details

Unique reference number EY494070 Local authority Bradford Inspection number 10308519 Type of provision Childminder

p.4

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 11 Date of previous inspection 22 March 2018

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Information about this early years setting

The childminder registered in 2015. The childminder operates from 7.30am until 5.30pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder provides funded early education places for 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 setting. n The childminder and inspector discussed the curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their written views of the setting with the inspector. n The inspector held a discussion with the childminder in relation to the leadership and management of the setting. She looked at relevant documentation, such as evidence of the childminder's suitability to work with children. n The inspector observed the interactions between the childminder and children in the home and in the garden.

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Inspection activities

29 February 2024 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 February 2024 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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