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 Met

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The provision is good

Children thrive in this welcoming, homely setting. They make swift progress because the curriculum is carefully planned to focus on their interests, what they can already do and what they need to learn next. Children enjoy high-quality interactions with the childminder as they make choices and lead their own play. For example, they develop storylines linked to real-life experiences during role play. Young children are animated and smile with delight when they sing familiar songs and rhymes in their home languages. They enjoy listening to poems and demonstrate a love of reading.

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The provision is good

The childminder promotes children's understanding of good health and self-care. Children become independent in personal care routines ready for the move to school, such as handwashing before eating. They enjoy games that help them to build relationships and develop their physical skills. For example, children throw and catch a ball. The childminder challenges them to try out new skills, such as hitting a ball with a bat. Children learn to use scooters and ride bicycles during visits to the park. The childminder gives them lots of praise and encouragement to promote their self-esteem and confidence. Parents are positive about the childminder's care. They say that she helps children to settle easily. The childminder provides a safe environment and children have built good relationships with her family.

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need to do better?

n The childminder has an in-depth understanding of how children learn. She obtains starting points from parents and discusses with them what children are learning at home. The childminder includes children in her planning. For instance, they buy fruit together from the local greengrocer to use in activities. In the main, the childminder makes sure that resources are age-appropriate and meet children's learning needs. However, some resources have pieces missing, which means children cannot always complete a task set for them. n The childminder gives priority to children's voices. Their day is planned around their interests, learning needs and care routines. Planned activities are completed when children are ready. For instance, song and rhyme sessions have been moved to later in the day when children have settled and are able to concentrate better. The childminder skilfully uses everyday routines to enhance

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need to do better?

children's learning. For example, they learn to use an egg slicer safely at breakfast time. Children develop their mathematical skills when they count the segments of a tangerine. n Children enjoy stimulating story sessions. The childminder fully involves them and uses props, such as animal masks, highly successfully to help them tell the story. She makes excellent use of language to help children build sentences. The

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need to do better?

10 March 2022 childminder demonstrates rhyming language and alliteration. For instance, children talk about the 'ripe red mango'. The childminder introduces children to words they may not be familiar with, such as 'guavas' and 'antelope'. n In general, the childminder introduces language well that helps children understand what they are experiencing. For instance, they discuss the 'spikey' pineapple in a basket of fruit. However, at times, the childminder is not perceptive to children's further questioning, so does not consolidate their learning. For instance, children examine a range of tropical fruits, but she does not explore with them how they are all different. n Children have writing materials available to them. The childminder encourages them to think about the colours they need to draw a rainbow. She helps them to develop pencil control when they draw around their hands. The childminder uses the opportunity to introduce mathematical concepts. For instance, children

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need to do better?

compare how her hand is much bigger than theirs. They use positional language when they describe how they move their pencil up, down and round. n The childminder promotes children's problem-solving skills well. For instance, they use puzzles to identify and sort shapes. The childminder asks children questions that challenge their thinking, such as 'What do you think you need to do to make it fit?'. She extends their learning when she introduces more complex shapes, such as a star and a hexagon. n The childminder shares regular updates with parents about their children's progress. She continually evaluates her practice. The childminder accesses training to extend her knowledge and skills, and seeks feedback from parents to help her improve.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a detailed understanding of safeguarding. She has clear procedures for reporting concerns about a child or an adult. The childminder knows the possible signs and symptoms of abuse. She is knowledgeable about wider child protection issues, such as children who might be at risk from exploitation. The childminder teaches children to keep themselves safe. They learn to identify hazards when crossing the road and playing in the park. The childminder shares information with parents, such as how to keep children safe online.

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should:

n be more perceptive to children's emerging lines of enquiry during their play, to further explore and consolidate their learning n ensure the available resources always meet the children's needs and promote their focus on learning.

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Setting details

Unique reference number EY357742 Local authority Bradford Inspection number 10225552 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 2 Date of previous inspection 2 July 2021

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Information about this early years setting

The childminder registered in 2007 and lives in Bradford, West Yorkshire. She holds a childcare qualification at level 3. The childminder operates during term time from 8am until 6pm, Monday to Friday.

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Inspection activities

n This was the first routine inspection the setting 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 setting. n The childminder and the inspector discussed the curriculum. They discussed how the childminder organised different aspects of learning. n Children spoke to the inspector about toys they play with when they attend the setting. n The inspector considered parents' feedback and discussed working with different families with the childminder. n The inspector observed teaching. She talked to the childminder about how she evaluates the provision.

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Inspection activities

10 March 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

10 March 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

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

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