Maddock, Laura Jane

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children play contentedly and thrive in the childminder's home. They are prepared for starting school to the highest level in this vibrant and richly resourced setting. The childminder plans and very skilfully delivers an expansive indoor and outdoor curriculum. This is inspired by the knowledge and skills she has gained from a wealth of continued professional development, such as weekly webinars, other training and research and her childcare qualification. Children are highly sociable, polite, kind and caring to one another, all of which the childminder models exceptionally well. For example, she continually highlights positive behaviours to children, such as taking turns to use the baby carriers during role play with dolls and sharing craft resources. Children thoroughly enjoy, and are familiar with, the calm and consistent daily routines. They have secure attachments to the caring childminder. This helps them to feel safe, secure and happy.

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The provision is outstanding

As the childminder plays alongside children, she helps them to sustain high levels of focus, motivation and engagement. For example, toddlers create sounds by banging on a pan with a metal fish slice, which builds on their sensory development and motor skills. The childminder delivers a lively narrative, expanding their rapidly developing communication skills, and introduces a wooden utensil to create different sounds. The childminder introduces mathematics spontaneously to children. For example, during a craft activity, she encourages children to count the buttons on their snowman. She uses language, such as 'heavy', as children handle male and female dolls, designed to weigh the same as a human baby.

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need to do better?

n The childminder works extremely effectively in partnership with parents. She exchanges a wealth of information with them so that they are kept fully informed. This includes, for example, details of weekly activities, what particular skills are being developed and how parents can support children's learning further at home. Assessments of how well children are doing, and their next steps, are regularly shared. The childminder continues to seek ways to strengthen this partnership even further, for example by introducing additional communication resources to take home, such as a toy bear accompanied by his journal and bag of belongings. n The childminder helps to foster a great love of stories and books, songs and rhymes. The 'Story of the Week', for example, is carefully chosen and read with props that bring it to life. Children listen very attentively. Words are thoughtfully adapted so that children of all ages can understand, such as 'illustrations' to

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need to do better?

'pictures' for younger children. Older children enjoy sitting and looking at books together. Toddlers learn how to turn pages and are encouraged to explore

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need to do better?

20 January 2025 different textures in board books. The childminder describes how these feel. Children delight in choosing finger puppets that represent their favourite rhymes, which they sing enthusiastically. n As children play, they demonstrate exceptional creative and social skills, especially given their young age. For example, two-year-old children use impressive language as they converse imaginatively while engaging in 'doctors' role play with dolls and equipment such as a stethoscope. Role play is just one of the many activities planned to help children learn about the people who help us. Family photos are displayed and used for wonderful activities that help children to learn about everyone's uniqueness. n Children thoroughly enjoy, and are familiar with, all aspects of the fun-filled day. They develop high levels of independence. For example, children excitedly fetch their outdoor clothing from the porch. They learn to zip up their coats, and as

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need to do better?

they swap their slippers for shoes, the childminder praises children for putting them on the right feet. Children learn about the world as the childminder talks about the weather; children exclaim how they need their mittens and hats to keep warm. n Younger children and those new to the setting are exceptionally well supported emotionally by the childminder. For example, they learn to understand what happens next through the pictorial daily routine displayed in the playroom. This helps them to settle extremely quickly. n The childminder promotes children's physical health and well-being exceptionally well. For example, children have excellent access to fresh air and exercise through outings and the choice of indoor or outdoor play. This facilitates children's interests and nurtures their unique characters. n Children have ample opportunities to develop age-appropriate core strength and stability. For example, younger children step across flat circular shapes, and

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need to do better?

older children steadily walk across the slightly raised balancing beam. Toddlers confidently climb on and off equipment and resources, such as the child-sized keyboard stool and ride-on toys. n Exemplary self-evaluation, which includes distributing questionnaires to parents, leads to ever-evolving practice. For example, after a review of the learning environment, the conservatory has been transformed into a cosy, quiet space. This has significantly enhanced children's opportunities to listen and focus without distractions while looking at books and listening to stories. Parents are informed of all changes and the rationale behind these.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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Setting details

Unique reference number EY398187 Local authority Bradford Inspection number 10372157 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 6 Number of children on roll 15 Date of previous inspection 3 April 2019

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Information about this early years setting

The childminder registered in 2009 and lives in the Holmewood area of Bradford. She operates Monday to Friday, from 7.30am to 5.30pm, except for bank holidays and family holidays. The childminder works with another childminder and has an assistant registered for emergency back-up care only. The childminder holds a childcare qualification at level 3 and offers government funded childcare.

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Inspection activities

n The inspector observed the suitability and safety of the home. n The inspector held discussions with the childminder and her co-childminder to understand how they organise their early years provision and implement the curriculum. n The inspector observed the quality of education during activities indoors and in the garden and assessed the impact on children's learning. n The childminder and the inspector carried out a joint evaluation of an activity. n The inspector viewed written feedback from parents and spoke to a parent during the inspection. The childminder shared written feedback from the school where children attend the Nursery Year and Reception Year. n The childminder shared documents with the inspector, such as those related to her continued professional development and children's learning.

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Inspection activities

20 January 2025 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

20 January 2025 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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