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

p.1

The provision is good

Children enjoy their time in a safe environment. They develop key skills that prepare them for going to school. For example, children aged over two years, in particular, are eager to join in with activities. They develop confidence and independence as they learn to do things for themselves. Older children manage their personal care needs well. Children make their own healthy wraps at lunchtime, pour drinks and help to clear away their utensils. Children are familiar with daily routines. For example, they fetch their shoes to play outside and help to tidy up before washing their hands for lunch.

p.2

The provision is good

All children make good progress as a result of an, overall, effective curriculum. This includes children in receipt of additional funding. Children enjoy singing songs and listening to stories. They use tongs to serve pasta and learn to use pipettes and large plastic tweezers during water play. Such activities help to support children's physical and communication skills. Children have strong emotional attachments to the nurturing childminder. This helps children to feel secure. They learn about boundaries and are kind and respectful. This is something which the childminder models well. Children socialise happily during activities, such as baking hedgehog- shaped bread and water play.

p.2

need to do better?

n The childminder plans a wide range of learning opportunities, alongside her co- childminder. Children start to make progress as soon as they start attending. Available toys and activities particularly engage and motivate children aged over two years. However, the curriculum does not take full account of younger children's interests and stage of development, to support their independent learning. n The childminder engages children with her enthusiastic interactions. For example, she develops children's ideas in the supermarket role play area. The childminder helps children to learn mathematical concepts, such as counting bricks as children make models and counting sea creatures. However, she does not always adapt her teaching accordingly during group activities. As part of this, she does not provide the oldest children with the highest levels of challenge. n Children settle in at their own pace, in line with their individual needs. The

p.2

need to do better?

childminder gathers important information from parents. This helps her to meet children's individual needs and follow home routines. This helps children to feel secure. n Children have ample opportunities to develop friendships and learn to share during activities and care routines. Children have further opportunities to socialise. They go on outings, for instance to the library and museum, and

p.2

need to do better?

11 October 2022 attend groups such as 'rhythm-and-rhyme time'. n The childminder continually observes and assesses children's development. She implements effective strategies, alongside her co-childminder, that help children with a developmental delay to catch up. For example, some new children entered the setting below expectations in their speech and language, as a result of the COVID-19 pandemic. The childminder works closely with parents to support children's next steps in learning at home. n Children learn to share and take turns. The childminder uses visual aids, such as sand timers, to support children through this key development milestone. This also helps to prepare children for changes in the daily routines and supports their emotional well-being. n The childminder helps children to learn good social skills and table manners. For example, she reminds them to finish their food before speaking and to put less

p.2

need to do better?

in their mouths. She praises children for their good listening. This helps to foster their self-esteem and confidence. n The childminder chats away to children as they play and during care routines. This helps to support their early speech. Children show joy when joining in with songs, such as 'Five Little Ducks'. Children aged under two years delight in moving from side to side in response to songs. They copy animal sounds and single words as they attempt to join in. n The childminder and her co-childminder evaluate practice together. They distribute detailed parent questionnaires to gain parents' views. These are highly complimentary. n The childminder benefits from her qualified, and more experienced, co- childminder's mentoring. However, she does not precisely identify further sources of continued professional development, to strengthen her own practice.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder renews her safeguarding training, in order to keep updated with any changes. She can identify the possible signs of abuse. This includes those which may indicate that a child is at risk of extreme behaviours and views. The childminder understands how to report any concerns of a child protection nature. This helps to promote children's welfare and protect them from harm. The childminder demonstrates, and explains, safe practices. For example, as her co- childminder makes bread with children, the childminder sweeps flour up from the floor. She explains to children that she does not want them to slip on this. The childminder supervises children closely, such as when they are eating.

p.3

should:

11 October 2022 n develop the implementation of the curriculum to more precisely target younger children's individual learning needs and fully facilitate their interests n adapt teaching to better support children's individual stage of learning during group activities n target continued professional development more precisely, to raise the quality of education and children's learning to the highest level.

p.3

Setting details

Unique reference number 2539196 Local authority Bradford Inspection number 10215306 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2019. She works with another childminder from her co-childminder's premises in the Fairweather Green area of Bradford. She provides care all year round, Monday to Thursday, from 8am to 6pm, except for bank holidays and family holidays. During term time, the childminder also operates each Friday from 8am to 9am and from 3pm to 6pm. The childminder has an assistant registered for emergency back-up care only. The childminder 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 provider and has taken that into account in their evaluation of the childminder. n The childminder's co-childminder showed the inspector the areas of the home used for childcare purposes. The inspector observed care routines and the activities taking place. n The childminder and her co-childminder discussed how they organise the early years provision and implement the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The childminder and the inspector carried out a joint evaluation of an activity outdoors. n The inspector spoke to children during the inspection and viewed parent questionnaires. n The inspector sampled relevant documents. This included children's records of

p.6

Inspection activities

learning, training certificates and evidence of the suitability of adults working or living on the premises.

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.

p.6

Inspection activities

11 October 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

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

p.7