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 safe and happy in the childminder's care. They enjoy their time in this homely and inviting setting and show a desire to learn. Children comfortably move around the childminder's home choosing what they would like to play with. The childminder asks children what they would like to do and uses what children are interested in when planning the experiences that she offers. For instance, children found a snail outside, which led to them learning more about insects and nature. Children have secure attachments with the kind, caring and nurturing childminder. This helps them to be confident and self-assured individuals. Children happily chat to the inspector. They share their experiences of attending the setting and say that they like to play with their friends and enjoy going out in the childminder's garden.

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The provision is good

Children are well behaved and very polite. They demonstrate good manners and always say 'please' and 'thank you' without being prompted. Children are kind and caring towards each other and living things. They gently stoke the childminder's cat and care for a caterpillar they have found in the garden. They delight in making a house for the caterpillar and carefully select leaves and grass that they think it might like to eat.

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need to do better?

n The childminder works closely with parents to settle new children into her home. She tailors settling-in sessions to meet the needs of individual children and families. The childminder finds out a range of information about children from their parents before they start. This helps children to settle quickly and feel secure in the childminder's care. n The childminder observes children as they play and assesses their learning. She identifies any gaps in children's development and plans experiences to help to close these. For instance, the childminder uses books, stories and rhymes to help children to develop their vocabulary. n Children enjoy singing time together. They choose props from a bag to represent their favourite songs. Children are engaged and focused. They laugh and giggle as they make up their own songs and rhymes. n The childminder wants children to be as independent as possible. She provides

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need to do better?

endless opportunities for children to do things independently, such as dressing themselves and helping to prepare snack. This helps children to be able to meet their own self-care needs in preparation for starting school. n The childminder interacts positively with children and plays alongside them. She is a good role model and offers children praise and encouragement as they develop skills such as using scissors. n Children's communication and language development is supported well overall. The childminder chats to children as they play and engages them in

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need to do better?

19 August 2022 conversations. However, the childminder does not always allow younger children time to process what she has said and respond, to fully support their language and communication skills. n Children are active and get plenty of fresh air daily. They enjoy exploring the childminder's garden, where they develop their physical skills and coordination. For instance, children play catch with the childminder and practise balancing and climbing on apparatus. n Children enjoy visiting places of interest in the local area. They regularly attend toddler groups, story and song time at the library and go for walks. This helps children to learn about nature and their local community, including people who are similar to, and different from, themselves. n Parents speak positively about the childminder and her setting. They describe her as being kind, caring, fun and imaginative. They say that the childminder

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need to do better?

has excellent relationships with their children, who are happy and love attending the setting. Parents say that they are kept informed about children's day and the progress they are making. n The childminder has not established partnerships with some additional settings that children attend. This means that she does not consistently share information with other providers to complement and support children's learning and development. n The childminder keeps her knowledge and skills up to date by completing regular training and reading updates. She meets with other childminders in the local area to share good practice and activity ideas.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly checks the environment, indoors and outdoors, to ensure that is it safe for children. She teaches children about keeping themselves safe when on outings. For example, children learn about road safety. The childminder understands her responsibility to safeguard children. She knows the signs that might indicate a child is at risk of abuse, such as neglect and radicalisation. She is aware of the correct procedures to follow and who she should report any concerns about a child's safety or welfare to.

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should:

n allow younger children more time to think and respond to comments and questions, to further support their communication and language development n strengthen partnerships with other providers, to consistently support and complement children's care and learning experiences.

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Setting details

Unique reference number EY216439 Local authority Bradford Inspection number 10069115 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 7 Date of previous inspection 2 July 2014

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Information about this early years setting

The childminder registered in 2002 and lives in the Clayton area of Bradford. She operates all year round from 7am to 6pm, Monday to Friday, except for family holidays and bank holidays. The childminder holds an early years qualification at level 3. She 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 setting. n The inspector and the childminder had a learning walk to understand how the curriculum is organised. n A joint evaluation of an activity was carried out by the inspector and the childminder. n The inspector held a meeting with the childminder. She looked at relevant documentation, including evidence of the suitability of persons living or working in the household. n Children interacted with and spoke to the inspector during the inspection. n The inspector looked at written feedback provided by parents to gather their views and opinions about the setting.

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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

19 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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