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 enjoy their time at the childminder's home and have good relationships with the childminder and their peers. These secure relationships ensure children feel confident and secure and ready to learn and try new experiences.

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The provision is good

Children make good progress in their learning from their initial starting points. In partnership with parents, the childminder finds out about what children can already do when they first start in her care. This helps to ensure she provides good levels of challenge for children and promotes a consistent approach to learning, both at home and in the childminding setting.

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The provision is good

During the recent COVID-19 pandemic, the childminder made sure families were supported while her setting was closed. She communicated in various different ways and made it easier for families to stay in touch, which benefited the children. She also provided families with activity ideas and suggestions and encouraged them to share their results with one another.

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The provision is good

The childminder provides children with clear and consistent boundaries, and this helps to ensure children understand expected behaviours. From a young age, children are encouraged and supported to share, take turns and be aware of the needs of others as well as their own.

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need to do better?

n Overall, the childminder has a good knowledge of each child's individual capabilities, and her curriculum builds on what children know and can do. She plans various activities that support children's learning and helps them to acquire the skills and knowledge to support them in making their transitions and next steps in learning. n The childminder supports children's language and communication in a range of ways, through regular singing activities, by using story sacks and flash cards and by regularly talking to the children. She encourages children to talk to her about what they are doing and to share their thoughts and ideas. When asking children questions, the childminder takes time to listen to their responses without interruption and allows them the time to think and respond. n The childminder encourages children to try new experiences and challenges them to learn new skills. She helps them to become increasingly more

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need to do better?

independent and to have a go themselves before seeking help. She understands when it is appropriate to intervene or ask children questions to provide further challenge and knows when to sit back and observe. However, the childminder is less focused on encouraging young children's independence at mealtimes to help them to practise feeding themselves.

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need to do better?

24 May 2022 n Children learn how to match different objects as they match different-coloured paint swatches to a corresponding coloured peg. They also learn that colours have lighter and darker shades. Children show physical strength and good coordination, following the childminder's instructions where to place their fingers to 'squeeze' the peg to make it open and close over the paint swatch. n Children learn about shape, space and number and are starting to learn how to compare quantities of 'more than' and 'less than' a number. However, the childminder moves on to counting numbers 20 and above too quickly, before first ensuring children are secure in their knowledge in counting objects accurately below this number. n Children demonstrate their physical skills and abilities as they persevere in doing up and undoing small fastenings on dolls' clothes. The childminder understands that such transferable skills help children to become increasingly more physically

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need to do better?

independent in dressing themselves. n Since the last inspection, the childminder has completed various training courses and continues to update her knowledge base and skills. She takes time to reflect on her practice and to consider ways to build further on the quality of what she provides for children. n Partnerships with parents are well developed. Parents feed back that they can see the progress their children are making. They value the information they receive from the childminder about the new skills their children are acquiring and how they can help support that learning.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands the signs which may indicate a child is at risk of harm. She knows who to contact to report any concerns about a child in her care and recognises the importance of making timely referrals. Clear procedures are in place for her to follow if a safeguarding allegation is made against her or a member of the household.

p.3

Safeguarding

Risk assessments are effective in minimising risks to children. The childminder helps children to understand safe behaviours and to help to keep themselves safe. She maintains a good balance between allowing children to take risks as part of their development and keeping them safe.

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should:

n improve arrangements to support young children's growing independence during mealtimes n ensure children can consistently count objects accurately before moving on to

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Setting details

Unique reference number EY392459 Local authority Bradford Inspection number 10235302 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 6 Date of previous inspection 7 March 2017

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Information about this early years setting

The childminder registered in 2009 and lives in Queensbury, Bradford. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n This was the first routine inspection the childminder 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 showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector looked at written feedback from the parents. n The childminder provided the inspector with a sample of key documents on request.

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Inspection activities

24 May 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

24 May 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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