Cox, Rachel Dawn

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

p.1

The provision is good

Children are happy and have fun in the childminder's care. They are keen to enter the welcoming environment and quickly become involved in their play. Those children who are more reluctant to play with their friends take comfort in having cuddles with the childminder until they are ready to go and explore. The childminder is very nurturing and helps children to feel emotionally secure.

p.2

The provision is good

The childminder knows children very well. For example, when she recognises that children need particular support to develop their understanding of colours, she incorporates this into their experiences. When they look at birds out of the window together, the childminder encourages children to use binoculars to carefully look at the colours of the bird's wings and tail. They refer to photos of birds, naming the colours together. Children make good progress in all areas of their learning and development.

p.2

The provision is good

Children behave well. The childminder is a good role model, encouraging children to help tidy up the play area. She supports young children to be kind to each other and to wait for others to finish talking before they share. The childminder observes children closely and thinks carefully when to contribute to their play. For example, when children want to pretend to drive a car in a cardboard box, she offers them a paper plate each to use as a steering wheel. Children then steer their cars together happily and side by side.

p.2

need to do better?

n Children enjoy playing together and generate their own ideas during their play. The childminder observes children carefully and skilfully extends their learning. For example, she asks which farmyard animal is missing. Children think carefully and when they realise, they are keen to look for the missing animal. The childminder gives children time to work this out. n Children have access to fresh water to drink and have their own cloths to wipe their faces after eating. The childminder supports older children to independently meet their own toileting needs. However, the childminder does not consider how she can help children to have consistent opportunities to wash their hands independently. n The childminder creatively thinks of ways to engage children. For example, she encourages children to mix colours together. Children are keen to talk about the colours they use and the new colours they create. The childminder sensitively

p.2

need to do better?

supports children to wait for their turn when answering a question. This helps all children to have the opportunity to use language and helps them to build confidence in using language. n Children have fun stacking blocks. They quickly try and build the blocks as high

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need to do better?

23 July 2024 as they can before they fall down. Children celebrate together when all the blocks are stacked. The childminder supports children's learning across all areas. However, sometimes during adult-led activities, the childminder focuses more on what older children need to learn next. This means that not all children's learning is extended and they sometimes lose interest. n The childminder works effectively with parents. For example, parents share familiar songs and rhymes, which the childminder uses to support children to settle. The childminder shares information with parents to show what their children have been learning. She encourages parents to comment on this. n The childminder closely supervises children. For example, when they are eating, she sits with them at the table. The childminder deploys herself well when meeting children's personal needs. n Children are very settled in the childminder's care. For instance, when they look

p.2

need to do better?

through photos of things they do together with the childminder, they snuggle in closely and fondly share memories. Children talk about the local park they visit together, and the library where they choose books together. n The childminder is able to access a wide range of training locally and online. She is supported well by other local childminders. The childminder has good links with the local pre-school and school. This helps her to have effective communication and provide strong transitions for children.

p.3

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 procedures for handwashing so older children can do this independently n plan more precisely for all children's next steps in learning during adult-led activities.

p.3

Setting details

Unique reference number EY364496 Local authority Bradford Inspection number 10354883 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 3 Number of children on roll 9 Date of previous inspection 9 November 2018

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Menston, Leeds. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a level 3 qualification in childcare. She provides funded early education for children aged two, three and four years.

p.4

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 childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n The inspector viewed the provision and discussed the safety and suitability of the premises.

p.4

Inspection activities

23 July 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

23 July 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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