Benjamin, Michelle

Benjamin, Michelle

Unique reference number (URN): EY456877 Address: 91 Willow Drive, Bradford, West Yorkshire, BD6 1EE Type: Childminder Registered with Ofsted: 27/03/2013 Registers: EYR, CCR, VCR Registered person: Benjamin, Michelle

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children, including those who are disadvantaged and those who need additional support, consistently achieve well during their time with the childminder and they develop a positive sense of who they are. All children successfully develop important life skills, such as being good communicators. They engage in positive conversations and exchanges with each other. Children focus, explore and learn through trial and error and are very well prepared for their next stage in learning.

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Achievement Strong standard

Children gain very high levels of independence. This means children are ready for their move to school when the time comes. Children move confidently around the play areas, selecting resources and using them appropriately. Children build up their resilience and solve things for themselves, such as looking for and finding items originally part of the home corner that have been moved to a different part of the room.

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Behaviour, attitudes and establishing routines Strong standard

There is a culture of inclusion and support within the setting. Children's behaviour is excellent. The childminder consistently helps children to be tolerant, kind and encourages positive behaviour at all times. Children are keen to learn new skills and are motivated to succeed. Relationships with the childminder are wonderful. She has built up strong, trusting, caring and respectful relationships with children. Children quickly develop these relationships with the childminder and their friends as they attend on a consistent basis and absences are minimal.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is tuned into the children's needs. She provides constant support, when they are unable to express what they want verbally. The childminder is patient and goes to great lengths to help children communicate what it is that they want. Children successfully engage in activities with each other, as well as enjoying time alone to complete a task themselves. The childminder gives children the autonomy to explore their own ideas as well as planning activities that, by their very nature, rely upon collaboration. This promotes working together and illustrates how other children can make excellent play partners for children. The childminder herself is a wonderful role model. Children take turns to use the same resources and the childminder helps them to wait patiently and take turns. The childminder is highly skilled and uses different techniques to help children work together, for example including herself in their play and modelling how to take turns and wait for

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Behaviour, attitudes and establishing routines Strong standard

something. She distracts children into choosing other resources while they then wait for a turn and explains how this is a form of turn-taking and sharing. Children work together when placing food items onto plates for the childminder to eat. Those children who are more able to, distinguish between shapes.

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Children's welfare and wellbeing Strong standard

The childminder places developing children's positive mental and physical health as a priority. She ensures children receive a range of healthy foods and implements safe eating and sleeping practices. The childminder tailors care practices and routines, such as weaning, to each child's individual needs. Knowing children so very well, the childminder responds to changes in their demeanour and wellbeing, noting that it may indicate children are tired or hungry. Children thoroughly enjoy taking part in daily physical activities and accessing the outdoor environment. Children confidently walk, climb and move between areas with excellent levels of skills.

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Children's welfare and wellbeing Strong standard

The childminder supports children to express their emotions by labelling and talking about feelings in a calm way. For example, when a child wants something, but is unable to verbally explain what this is, the childminder is patient and takes time and good use of questioning skills to encourage and help it to be identified. This helps children make links between how they are feeling and the associated words. The childminder's patience and taking time to understand what is important to children helps them to express and manage their emotions.

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Children's welfare and wellbeing Strong standard

The childminder understands that children attend from different backgrounds and have differing needs. She is skilled at providing tailored care that supports their wellbeing. For example, children attending who have allergies are well catered for. They are included within mealtimes, with appropriate and safe foods in a discreet and effective way. Children who attend from disadvantaged backgrounds are supported with care, empathy and kindness and the childminder uses her wealth of experience to help them feel safe and confident to learn.

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Curriculum and teaching Strong standard

The childminder has an excellent understanding of how young children develop and learn and implements a broad and challenging curriculum. She is skilful at adapting her practice, when needed, to support all children to thrive. She includes a balance of child-led activities, where children independently explore the resources that she has chosen to put out in the playroom, as well as having adult-led activities during which the childminder leads an activity that is designed to help children meet their next steps.

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Curriculum and teaching Strong standard

The childminder provides a range of resources in the indoor and outdoor environments. She meticulously plans enjoyable and interesting activities to cover the different areas of learning. For example, children learn about nature and changes according to different seasons, looking at trees and shrubs in a local park. They collect natural resources from local woods and use them in craft activities. Children snuggle up and listen with great interest as the childminder reads a story. They listen attentively as the childminder expertly introduces new vocabulary and topics, such as visiting the dentist. This helps prepare children for important experiences with health professionals, giving context to them so children feel well prepared.

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Curriculum and teaching Strong standard

Children learn about growth and ageing. For example, the childminder uses photographs of children on their first and last days in the setting to see changes. They talk with excitement as they remember the children who have since left, remembering how old they are now and making a comparison to their own age.

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Curriculum and teaching Strong standard

Outside, children develop physical skills through climbing a ladder to the top of a slide, running and balancing. They participate in role-play activities, acting out scenarios they have seen at home, such as making a cup of tea for their friend. This also helps to build up their language skills as they engage in rich conversations with each other, supported by the childminder who introduces new words and explains their meaning.

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Inclusion Strong standard

The childminder offers a warm and welcoming environment for all children. Inclusion is important to her and she makes relevant adaptations to her practice to meet children's individual needs. The childminder has a good understanding of the barriers that some children face and has plans in place to help overcome these within her setting. She implements a robust reflective assessment of her curriculum and the impact it is having on individual children's learning. The childminder has established close working relationships with other professionals, so that she can ask for specific guidance and training around the needs of individual children as required. The childminder understands how to use additional funding, when received, to provide specific support for those children whom it should benefit.

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Inclusion Strong standard

The childminder delivers a highly effective process for monitoring children's progress closely and any delays in learning are highlighted at an early opportunity. She provides early intervention and support quickly so that gaps can be closed as soon as possible. The childminder skilfully adapts her language to meet the differing stages of development of the children and tailors activities so that all children thrive. The childminder consistently ensures children who speak English as an additional language are included well as she uses familiar words from their home language to help them settle in readiness for learning.

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Leadership and governance Strong standard

The childminder implements a continuous improvement plan, reflecting on her practice and provision and making improvements. This helps to ensure that she meets the needs of all of the children attending and can put plans in place to help children thrive when different groups of children attend. For example, when a large group of children leave to attend school, the childminder ensures she supports the remaining children in making new and positive relationships with children joining. This demonstrates the high expectations she places on herself to help children succeed. Being reflective, the childminder has a good understanding of her strengths and areas for improvement. For example, her experience in supporting children with special educational needs and/or disabilities is limited and this is an area she would like to develop further in the future. This shows her commitment to meeting the emerging needs of all children, when the

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Leadership and governance Strong standard

need presents. By fostering strong links with other local childminders, the childminder shares ideas and keeps up to date with changes and practices in the early years field.

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Leadership and governance Strong standard

The childminder has built strong and collaborative relationships with parents. Communication with parents occurs on a daily basis, with important information being shared between them, which ensures children thrive.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The childminder has created a warm and welcoming place, where children thrive. Children are happy learners,who explore with enthusiasm and broad smiles. They choose resources with confidence and demonstrate their awareness of the purpose of different objects. For example, they use different brushes on the childminder's hair, feeling the changes in textures. The childminder helps them to compare the touch of the bristles on their own skin, developing their inquisitive nature.

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What it's like to be a child at this setting

Children make very good progress in their learning. The childminder collects relevant information about their developmental starting points and any special educational needs and/or disabilities requirements. She uses this information to plan activities that help children settle in quickly and gain new knowledge and skills. The childminder follows routines from home carefully so children have time to rest, which helps them have high levels of energy to participate in planned activities.

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What it's like to be a child at this setting

Children gain good independence and complete tasks for themselves. This includes washing their hands before eating and changing their footwear in preparation for going outside. Children learn how to move safely between indoor and outdoor environments, showing great skill and care as they navigate small steps. Children develop excellent listening and are highly accomplished at processing and responding to directions given to them by the childminder.

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What it's like to be a child at this setting

The childminder is patient and caring and interactions between herself and the children are very positive. She helps them develop a positive image of themselves and be proud of their accomplishments. The childminder has created an inclusive setting that celebrates children's uniqueness and skillfully uses language that promotes equality. She makes clear her behavioural expectations and children's interactions with each other are very good.

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What it's like to be a child at this setting

Children enjoy attending and levels of absence are low. This consistency allows children to re-visit their learning in the setting and continue to build upon this further.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with SEND, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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Address:

91 Willow Drive Bradford West Yorkshire BD6 1EE

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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About this inspection

The inspector spoke with the childminder during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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