Childminder in Bradford

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

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The provision is good

Children are happy and safe in this welcoming and homely setting. They move around the childminder's home freely and choose what they would like to play with. The childminder implements a challenging curriculum. Children independently select different tools to draw with. They make marks on paper as they develop their small-muscle skills and creativity. Children are proud of their creations and eagerly show the childminder what they have been drawing. Children have secure attachments with the childminder and her assistant. They seek the childminder out to join in with their play. Young children laugh and giggle as they dance along to music with the energetic and fun childminder. Older children say they enjoy attending the setting because of the 'yummy food' and the wide range of activities. They particularly enjoy learning to play the guitar with the childminder's assistant.

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The provision is good

Children are well behaved and demonstrate a good understanding of the routines and boundaries in place. The childminder implements routines effectively, such as nappy changing, to help children to learn about their bodies and support good hygiene practices.

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need to do better?

n The childminder knows the children she cares for well. She organises settling-in sessions for new children and takes time to get to know children and their families. The childminder finds out what children like, what they are interested in and what they can already do. This helps children to settle quickly and allows the childminder to provide activities that are stimulating and promotes children's learning from the outset. n The childminder ensures her curriculum reflects what is happening around the children. For instance, children learn about the seasons and different cultural festivals and celebrations through activities and stories. Children listen to stories about the Lunar New Year and enjoy decorating dragons and making lanterns. The childminder wants all children to leave her setting confident, independent and ready for their future learning. n The childminder has a good understanding of child development and knows how

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need to do better?

to support individual children to make progress. For instance, she follows children's interest in books and introduces new words that help children to understand their feelings and encourages them to speak. However, the childminder has not fully considered the impact some background distractions can have on children's ability to listen, hear and concentrate. n Children have access to fresh air daily and have plenty of opportunities to be active. They happily run around in the childminder's garden and climb and balance on apparatus. They safely negotiate steps as they learn to manage and take risks.

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need to do better?

3 February 2022 n Partnerships with parents are good. The childminder has established close relationships with parents. She regularly shares what children are doing and learning in the setting in a range of ways. For example, the childminder gives parents daily feedback and uploads photos and suggests activities on a private social media account for parents to access. n Parents are overwhelmingly positive about the childminder and her assistant. They praise the 'homely, welcoming and caring environment' that she creates. They state their children have come on in 'leaps and bounds' in their development, due to the experiences the childminder provides and time she gives to each child. n The childminder has developed strong links with the local school and playgroup that children also attend. She has daily conversations with staff about children's learning and development. Together, they provide continuity in children's care

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need to do better?

and learning. n The childminder continually reflects on her practice and the opportunities that she provides for children. She undertakes regular training to keep her knowledge current. She shares what she has learned with her assistant and together they make improvements in the setting. For instance, children now begin each day with a healthy breakfast, followed by dancing to familiar action songs. This helps them to develop their physical skills, coordination and start the day energised and ready to learn.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant attend regular training about safeguarding children. They are aware of the possible signs of abuse and neglect and what to do should they have any concerns about a child's welfare. The childminder reads about local safeguarding issues to ensure she understands the wider risks to children. This includes the risks to children of being groomed. The childminder and her assistant know how to keep children in their care safe. They complete daily checks to their home and garden and minimize any potential hazards.

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should:

n reduce background distractions and provide children with a learning environment that supports their speech development and attention skills further.

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Setting details

Unique reference number EY357792 Local authority Bradford Inspection number 10106496 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 12 Number of children on roll 23 Date of previous inspection 1 October 2015

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Information about this early years setting

The childminder registered in 2007 and lives in Bradford. She works with her husband who is an assistant. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the areas of her home used for childminding and discussed how she organises the curriculum. n A joint evaluation of an activity was carried out by the childminder and the inspector. The childminder discussed the activities she had provided for children on the day of inspection. n The inspector looked at relevant documentation, including the suitability of all persons living and working in the household. n Parents and older children provided written feedback and the inspector took account of their views.

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Inspection activities

3 February 2022 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

3 February 2022 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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