Eggett, Marina

Eggett, Marina

Unique reference number (URN): 302226 Address: 13 Furnace Grove, Bradford, West Yorkshire, BD12 7BN Type: Childminder Registered with Ofsted: 01/01/1991 Registers: EYR, CCR, VCR Registered person: Eggett, Marina

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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 show high levels of creativity and imagination as they play 'pretend' and make choices about their learning. They develop an enjoyment of books and stories. Children show their knowledge of songs and rhymes that they have learned. They consistently listen and concentrate well for long periods, showing their understanding of new words and concepts. Consequently, children become extremely confident in their communication skills. They hold conversations and narrate their own play.

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Achievement Strong standard

Children develop a deeper understanding of mathematical concepts. For instance, they learn to be able to identify small amounts of objects without counting them. Children learn new skills, such as cutting with scissors and using a glue stick. They take pride in putting on their own boots and coats before they go outside. Children show high levels of independence and a keenness to learn in readiness for starting school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides a stimulating range of activities and experiences for children. Children thoroughly enjoy these and develop highly positive attitudes to their learning. They show that they enjoy the childminder's company. Children become engrossed in their play as the childminder plays alongside them. This helps to build happy and nurturing relationships between children and the childminder. Parents and carers appreciate the valuable experiences provided by the childminder. This, in turn, encourages children's high levels of attendance.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour and attitudes. She promotes politeness to children. They say 'please' and 'no thank you' without prompting. Children show care and kindness towards others. For example, they make sure to save some fruit for their friends who are arriving later in the day and say, 'We need to share it.' Children repeatedly show that these manners are firmly embedded.

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Behaviour, attitudes and establishing routines Strong standard

Children learn to follow instructions well. They are consistently respectful towards the childminder and her home. For instance, children happily help to tidy up the toys after playing outside. The childminder offers lots of positive praise and encouragement to children. She gently supports them to tackle challenging tasks to build their resilience. Children show their ability to persevere and keep on trying.

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Children's welfare and wellbeing Strong standard

Children show high levels of competency in their abilities. For instance, they help to clean the table before they eat. Children understand that they need to do this to wipe away the germs. They skilfully use a safety knife to chop their own fruit at snack time. The childminder talks to children about the importance of chopping up fruit to help to prevent choking. She supports children to learn that too much sugar is not good for their bodies or teeth. The childminder reviews policies and procedures to promote children's ongoing health and

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Expected standard

wellbeing. For example, she has further improved her menu to make sure that children receive the healthiest food options. Children develop an excellent knowledge of the foods that are good for them. They show positive attitudes towards being physically active as they dance to songs or play outside in the garden. The childminder consistently supports children to build the foundations for healthy lifestyles in the future.

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Expected standard

The childminder encourages children to become confident in communicating their wants and needs. She values children's opinions and views. This fosters children's confidence to express and manage their emotions. The close relationships that children have with the childminder support them to feel happy in her care. As a result, children separate easily from their parents and carers and arrive ready to play and learn.

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Curriculum and teaching Strong standard

The childminder frequently plays beside children to find out what they already know and can do. This supports her to decide what they need to learn next. She skilfully adapts her interactions and activities to meet the needs of all children. This helps to promote their ongoing and consistent progress.

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Curriculum and teaching Strong standard

The childminder is enthusiastic as she plays alongside children. She expertly supports their learning by asking questions and encouraging problem-solving. The childminder reads familiar stories with expression. She ensures that children hear repeated words and revisit their prior learning. This helps to strengthen children's knowledge and grow their vocabulary.

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Curriculum and teaching Strong standard

The childminder skilfully introduces mathematical learning into all activities. For example, she supports children to learn about capacity when filling and emptying containers. The childminder ensures that children receive ample opportunities to develop their physical skills. She provides wheeled toys, balls and throwing toys to support children's large-muscle skills as they play in the garden. Children learn to climb and navigate space when they visit the soft-play centre. The childminder supports children to develop their self-care skills. Children wash their own hands and manage their toileting needs independently. The rich range of experiences and activities that the childminder provides supports children's learning across the curriculum extremely well.

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Inclusion Expected standard

The childminder has a suitable knowledge of child development. This supports her to identify any gaps in children's learning. She describes how she adapts her usual assessment procedures to monitor the progress of children with special educational needs and/or disabilities (SEND). For example, she explains how she will break down children's learning targets into smaller steps. The childminder uses her knowledge of the interests of children with SEND to engage them in their learning. This supports them to feel included and access the programme of activities and experiences. The childminder has an effective knowledge of strategies to support children with SEND. This includes adapting her space or equipment to meet their needs. The childminder describes how she promotes partnership working with parents and carers. This ensures consistent strategies and support for children with SEND. However, widening

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Inclusion Expected standard

her knowledge of partnership working with other professionals will help her to provide more tailored support for children with SEND.

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Inclusion Expected standard

The childminder explains her intentions for how she will use any additional funding appropriately. She describes how she will use it to provide outings and experiences that children may not receive elsewhere. This will help to ensure that children with disadvantage continue to build on their knowledge and understanding of the world.

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Leadership and governance Expected standard

The childminder takes part in regular training opportunities to refresh her knowledge and extend her skills. For example, the childminder has undertaken training in 'maths mastery' to strengthen her knowledge of supporting children's mathematical development. This is having a positive impact on children's understanding of numbers and counting. The childminder has carried out training to refresh her knowledge of how to support children with special educational needs and/or disabilities. She evaluates her provision and identifies areas that she wishes to strengthen. For instance, she outlined her aims to extend the opportunities for children to learn outdoors. The childminder's approach to professional development ensures that her provision continues to be enhanced.

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Leadership and governance Expected standard

Parents and carers report positively on the progress that their children make and how well they settle in. The childminder uses an app to share photographs and information about children's learning and experiences with parents. This supports parents to remain up to date in their child's development and progress. However, the childminder has not considered how to support parents to more precisely build on the learning that takes place in the setting at home.

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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

Children flourish in the care of the friendly and kind childminder. She knows children well and finds out precisely what they already know and can do. The childminder plans appropriate activities and experiences to consistently build on children's prior learning. She encourages children to be independent when learning new skills and adapts activities to support their learning. For example, she swaps card for paper when children are learning to cut with scissors. This helps children to be successful in their learning and promotes their positive sense of achievement.

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

Parents and carers are highly complimentary of the childminder. They state that the childminder supports children to feel as though they are part of her family. Children show how much they enjoy their time with the childminder and feel safe and secure in her care. This promotes their regular attendance. Parents share information with the childminder about children's experiences and interests at home. This supports the childminder to get to know children very well and provide learning opportunities that continue to meet their needs.

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

Children show high levels of enjoyment in all aspects of their time with the childminder. For instance, they do not allow the cold weather to deter them and are highly active when they play outside. Children develop a love of learning and imaginary play. They explore a sensory tray and develop a range of skills as they scoop and pour rice to make pretend buns. The childminder makes 'family books' for children to look at their family photographs. Children thoroughly enjoy looking at these and talk about the people who are special to them. This helps children to develop their sense of self and appreciation for what makes them unique. The childminder provides regular trips to playgroups. This supports children to learn how to play and get along with others. Children learn to build positive relationships with their peers, which in turn prepares them well for the next stage in their education.

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Address:

13 Furnace Grove Bradford West Yorkshire BD12 7BN

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

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Next steps

The childminder should strengthen her knowledge of other professionals who can offer guidance on how to further tailor the support for children with special educational needs and/or disabilities or other barriers to their learning. The childminder should consider how to extend the opportunities for parents and carers to support children's development at home, to build on the learning that has taken place in the setting.

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About this inspection

The inspector spoke with the childminder and children 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 or 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. 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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