Childminder in Bradford

Overall effectiveness Inadequate

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

p.1

The provision is inadequate

Children build close bonds with the childminder. They feel at home in her setting and seek her out for cuddles. However, there are significant gaps in the childminder's safeguarding knowledge. This compromises children's safety. The childminder has not identified hazards that children may come across in the setting. Cleaning chemicals, sharp tools and scissors are within easy reach of children. This puts them at risk of injury. The childminder does not prioritise good hygiene practices. She does not teach children to wash their hands before eating or after playing outside. This puts children at risk of illness and infection.

p.2

The provision is inadequate

Despite the identified weaknesses, children are happy in the care of the childminder. Parents say that their children enjoy their time in the setting. Children display positive attitudes as they play. They concentrate for long periods of time on activities that they enjoy, such as filling buckets with sand and learning how to make sandcastles. Children show pride in their achievements, for example, when they help to tidy up.

p.2

The provision is inadequate

Children go on regular outings to the park and play centres. They enjoy being physically active in the garden. Children learn to be sociable and make friends when they visit toddler groups, or meet up with children from other settings.

p.2

need to do better?

n The childminder asks parents to complete an 'All about me' form when children first attend the setting. This supports her in finding out about children's interests and their starting points for learning. Parents appreciate receiving photos and messages about the activities that their children enjoy. This ensures that parents and the childminder can work together to support children in achieving their next steps in learning. n Children are confident when speaking to visitors of the setting. They ask questions and talk about things that are important to them. The childminder considers the vocabulary that she wants children to know, such as recognising colours or naming shapes. She introduces children to new words as they play. n Children enjoy daily rhyme time with the childminder. They learn to take turns as they choose puppets from the singing bag. Children develop their listening skills and learn a wide range of rhymes and songs. This supports them in

p.2

need to do better?

widening their vocabulary. Children's mathematical skills grow as they sing number and counting songs. n Children strengthen the muscles in their hands as they join bricks together. They develop their hand-to-eye coordination as they thread bobbins and complete jigsaw puzzles. Children take part in crafting activities, such as painting and sticking. They become ready to learn how to hold a pencil, and begin to form

p.2

need to do better?

22 June 2022 the letters in their name. n The childminder places a high priority on teaching children good manners. She encourages children to say 'please' and 'thank you'. However, on occasion, children hit each other and snatch toys. The childminder reminds children of the rules and asks them to stop. However, this unwanted behaviour is often repeated and disrupts children's play. Children do not show an understanding of how their behaviour can make others feel. n Children are well supported in becoming ready for the next stage in their education. They manage their own care needs with growing independence. Children learn to put on their own shoes and use the toilet by themselves. Children who are potty training find the potty when they need to use it. They build resilience as they try new skills for themselves before the childminder offers to help. n The childminder supports children in learning about celebrations that are

p.2

need to do better?

meaningful to them. However, children do not receive opportunities to find out about people and families beyond their own community. They do not learn to recognise and celebrate the differences that they have with others. Children are not supported in developing an understanding of diversity and acceptance. n The childminder has made connections with the local childminding network. She seeks advice from the local authority if she has any questions about her practice. However, the childminder has not identified any areas of improvement for the setting. She has not undertaken any professional development opportunities. As a result, the childminder's knowledge and skills are not kept up to date.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder has some knowledge of the signs and symptoms of abuse and neglect. She knows how to make a referral if she is concerned about a child's welfare. However, there are weaknesses in the childminder's safeguarding knowledge. She does not know the procedures that she must follow if an allegation is made against herself or a household member. The childminder does not demonstrate a clear understanding of the importance of recording safeguarding concerns. She does not have an awareness of the 'Prevent' duty, or of the risks posed to children by county lines. These weaknesses do not ensure the safety and welfare of children in her care.

p.3

Due date

22 June 2022 improve knowledge of the procedures to follow if an allegation is made against adults in the setting, and how to record concerns if a child is at risk of harm 11/07/2022

p.3

Due date

improve knowledge and understanding of wider child protection issues, such as county lines and the 'Prevent' duty 11/07/2022

p.4

Due date

implement clear risk assessments and identify hazards to ensure the safety of the setting, with particular regard to ensuring that sharp tools and cleaning chemicals are not accessible to children 11/07/2022

p.4

Due date

ensure that robust handwashing routines are implemented, to prevent cross- contamination and the spread of illness. 11/07/2022

p.4

should:

n strengthen existing behaviour management strategies to further support children in understanding how their behaviour can make others feel n provide children with opportunities to learn about the differences between themselves and others, to support their understanding of diversity n identify and engage in professional development opportunities to improve skills, knowledge and outcomes for children.

p.4

Setting details

Unique reference number 302601 Local authority Bradford Inspection number 10071483 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 21 August 2015

p.5

Information about this early years setting

The childminder registered in 1997 and lives in the Wyke area of Bradford. She operates all year round from 8am until 5pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

p.5

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 inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about her intentions for children's learning. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a communication and language activity with the childminder. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

p.6

Inspection activities

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

22 June 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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