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 Not applicable

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The provision is good

Children, most of whom have been attending since they were babies, enter happily. They settle easily and are eager to start playing. Children have secure emotional attachments to the childminder and her assistant, who are both caring and nurturing. This helps children to feel safe and secure. Children demonstrate confidence as they choose what they want to play with.

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The provision is good

Children, including those in receipt of additional funding, generally progress well in their learning. Children over three years, in particular, take part in a broad range of activities and are well prepared for moving on to nursery school or school. They show good focus, for example, when making a birthday card or using scissors. Younger children engage in simple pretend play with dolls, handbags and prams. Children thoroughly enjoy adults' interactions, for example, they enthusiastically read stories, model action songs and demonstrate how dough tools work.

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The provision is good

Children respond well to daily routines and instructions from adults. For example, they help to tidy up in readiness for washing their hands before eating. Children enjoy doing things for themselves, such as peeling their bananas, making sandwiches and pouring drinks. Children are very sociable. They play imaginatively as they take on superhero roles, play with superhero figures and work collaboratively to complete jigsaw puzzles.

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need to do better?

n The childminder continually observes and assesses children's progress. This helps her to plan for children's significant next steps in learning, such as toilet training or learning to play alongside other children. The childminder shares these with parents, so that they can support children's learning together. She encourages parents to read stories at home, to support children's early communication skills. n The childminder swiftly identifies children who have a developmental delay. Consequently, she secures good early intervention strategies. As part of this, she works closely with parents and implements suggestions made by other professionals. This helps children to catch up. n The childminder builds strong partnerships with parents to build a picture of new children before they start settling in. This helps her to foster children's emotional well-being. Good information sharing continues, thereafter. For example, parents

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need to do better?

receive newsletters and the childminder forwards photos of children as they play. Parents' feedback is highly complimentary. n Overall, the childminder plans varied activities and experiences for children across the areas of learning. However, she does not always adapt her curriculum and teaching to precisely target the learning needs of children under two years.

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need to do better?

17 August 2022 Adults do not always recognise when this age group need more support to engage, or maximise opportunities to develop their language skills. n The childminder complements indoor activities with exciting outings. These provide children with ample fresh air and exercise, and expands their knowledge and skills. For example, children visit the park and library, and take part in events, such as a teddy bears' picnic. They feed chickens, use magnifying glasses on bug hunts and engage in bark rubbings where they observe patterns on tree trunks. n Children have good opportunities to develop their hand-to-eye coordination. This is important for their early writing skills. For example, younger children squeeze and stretch dough. Older children use tricky shape-making dough utensils; they giggle with delight as the dough oozes through the holes like straggly strands of spaghetti. n Children are kind and helpful. For example, they enjoy clearing away after

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need to do better?

eating; children clearly understand which of the three recycling bins they need to use. The childminder's assistant sensitively reminds children about good manners, such as waiting to speak when someone else is talking. n The childminder effectively promotes children's physical well-being and understanding of healthy lifestyles. For example, children help to harvest food in the childminder's garden and the community allotment. Children enthusiastically take part in action songs. They march like the 'Grand Old Duke of York', hop like little bunnies and pretend to be a dingle-dangle scarecrow. The childminder provides activities that help children to learn about good oral health. n The childminder, overall, mentors her assistant well. However, she does not always support them to adapt adult-led activities, to sustain younger children's interest and provide greater levels of challenge for older children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant can identify possible signs of abuse and they understand how to report any concerns of this nature. This helps to promote children's welfare by protecting them from harm. The childminder ensures that the premises are safe and secure. She demonstrates safe practices, such as securing younger children in a high chair at mealtimes. As children become excited, the childminder gently reinforces house rules, for instance, not running around inside. This helps to minimise accidents. The childminder helps children to learn about dangers and keeping themselves safe. For example, she gives children certificates for following road safety rules.

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should:

17 August 2022 n focus the curriculum and teaching more precisely on the youngest children's individual learning needs, to fully engage them and help them to make even greater progress n support assistants to fully understand how they can adapt their teaching accordingly during group activities.

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Setting details

Unique reference number 2539567 Local authority Bradford Inspection number 10215319 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 18 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She lives in the Thornton area of Bradford. She works with an assistant who holds an early years qualification at level 2. The childminder has a second assistant registered for emergency back-up care; they hold an early years qualification at level 3. The childminder operates Monday to Friday, from 7am to 5.30pm, all year round, except for bank holidays and family holidays. The childminder 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 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 childminder. n The inspector observed areas used for childcare purposes, care routines and the activities taking place. n The inspector held discussions with the childminder to understand how she organises the early years provision and implements the curriculum. She observed the quality of education during activities and assessed the impact this has on children's learning. n The childminder and the inspector carried out a joint evaluation of an activity undertaken by the childminder's assistant. n The inspector spoke to children, the childminder's assistant and parents during the inspection. The childminder shared written feedback from parents. n The childminder shared relevant documents. These included records of children's

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Inspection activities

learning, training certificates and evidence of the suitability of persons living and working in the household.

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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

17 August 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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