Bower, Laura Ann

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

The childminder knows the children in her care well. They settle quickly and are motivated to take part in the planned activities. Children of all ages are happy in each other's company. Behaviour is good. The childminder supports children to be kind and helpful. For example, older children offer lots of encouragement and praise as they help younger children to learn their shapes. Younger children freely access toys and equipment from low-level containers. Older children find a quiet space to play board games and look at books. Children of all ages know that their choices and opinions matter, which boosts their self-esteem and well-being.

p.2

The provision is good

Children know the routine of the day well. A visual timetable supports the youngest children and those who may have additional needs. This helps them to feel safe and secure, as they know what to expect throughout the day. Children make good progress from their starting points. The childminder bases her curriculum on the skills that children need to learn next. For example, children are working on their speaking skills. The childminder asks them questions about the story they have been listening to. They recall key information from the story and offer different viewpoints. This helps children to develop a love for books.

p.2

need to do better?

n The childminder has a good understanding of child development. She continuously observes and reflects on children's achievements. Various tools are used to help identify any gaps in children's knowledge. The childminder knows when and who to contact should she have any concerns about children's development. This helps to ensure that any gaps in learning are closed. n The childminder promotes children's healthy eating. She provides healthy and nutritious meals and snacks. Children eagerly eat their lunch and ask for more. They help to prepare their fruit snacks and talk about what foods are fruits or vegetables. Parents say that they appreciate the range of food on offer, as children will not always try new foods and textures at home. n Overall, the childminder supports children's language development well. She joins in with children's activities, supporting and extending their learning. However, at times, the childminder asks the youngest children too many

p.2

need to do better?

questions, one after the other. She does not leave gaps in conversations, which leaves children feeling overwhelmed. n Children enjoy taking part in numerous craft activities. These are often linked to a key story. For example, children are looking at the book 'The Gingerbread Man'. Children learn about shapes, colours and textures as they decorate their gingerbread man picture. The childminder describes what children are doing as they use glue. She uses words such as 'dripping' and 'spreading' to enhance language. These activities help children to understand and explore the story in

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need to do better?

19 August 2024 detail. n Children have lots of opportunities to be physically active in the garden. They develop their physical skills by playing with hula-hoops, throwing beanbags at targets and playing parachute games. Children benefit from learning how to ride balance bicycles and use scooters. However, the childminder does not consistently support children to understand about some risks while developing their physical skills, such as riding bicycles. n Children are supported in becoming increasingly independent. They know how to wash their hands after using the toilet and in preparation for meals and snacks. Children talk with the childminder about washing the germs away. They excitedly talk about using knives to cut up their melon for their afternoon snack. Children learn to put on their own shoes, pour themselves drinks from a jug and wipe their own noses. This helps to prepare children for the next stage in their

p.2

need to do better?

development, including starting school. n The childminder uses the settling-in period to gather information about every child and to start building a positive relationship with parents. Parents give high praise for the care their children receive. They like the online platform that the childminder uses, as it keeps them updated on children's day-to-day activities and their development. Parents state that the childminder is 'extremely supportive' and has 'children's best interests at heart'.

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 reduce the number of questions, and listen to children's responses to build on children's conversational skills n consider ways to help children to understand about taking safe risks while developing their physical skills.

p.3

Setting details

Unique reference number EY403077 Local authority Bradford Inspection number 10357586 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 6 Number of children on roll 12 Date of previous inspection 7 December 2018

p.4

Information about this early years setting

The childminder registered in 2009 and lives in the Wrose area of Bradford. The childminder holds an appropriate early years qualification at level 3. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for three- and four-year-old children.

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 provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their 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 spoke to children to find out about their time at the setting. 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 inspector observed the interactions between the childminder and children. n Parents shared their views on the childminder's setting with the inspector.

p.5

Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

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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

19 August 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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