Childminder in Bradford

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children are happy to attend this setting. They are provided with a generally good range of activities and experiences. However, opportunities for children's learning are not sufficiently challenging, and they do not make the progress they are capable of. Despite this, children are welcomed into the childminder's inviting home and nurtured well. They have many toys to play with. When they are engaged, they focus well on their play. For example, when a Halloween activity is offered to them, they enjoy using metal scoops to collect rice, reaching their arms up high and pouring it back into containers, taking delight in the great heights they reach. They explore different textures, such as ice, mud and sand. Outdoors, they enjoy watching water as it travels down a series of pipes and tubes. This brings them excitement and wonder. Children enjoy playing with wooden bricks, comparing the height of their towers with those of the childminder. They love to make pretend

p.2

The provision requires improvement

meals in the home corner and outside in the mud kitchen. They take pride in keeping their home corner 'spick and span', using the housekeeping toys to brush and polish.

p.2

The provision requires improvement

Children learn how to support younger babies, helping the childminder by passing her toys for the babies she cares for. They feel safe with her and learn to nurture others. This supports their personal development.

p.2

need to do better?

n The childminder's curriculum is planned in response to children's interests. Children spend much of their time playing with toys of their choosing, and they enjoy many aspects of their learning. However, the curriculum does not give children enough challenge and is not sufficiently focused on what children need to learn. For example, the childminder's interactions with them while they play do not involve appropriate questioning or modelling of new language. They are not required to think critically or to problem solve. n Partnerships with parents are not effective. The childminder does not work well enough with parents to support children's education and care. Procedures for the sharing of information between the childminder and parents are not robust. She does not place enough importance on the mutual dialogue between herself and parents so they can support children's progress and next steps at home.

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need to do better?

The childminder does not support parents to understand the importance of choices that impact on children's healthy lifestyles. n Children are welcomed and treasured as individuals, showing different personalities and interests. However, their diverse backgrounds are not fully celebrated and shared. The childminder does not support children to reflect on their differences, at an age-appropriate level, and support them to understand what makes them unique.

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need to do better?

20 October 2022 n The childminder supports children to behave well. She gives gentle, consistent reminders to children about the importance of sharing. For example, when children play with small bricks, the childminder models sharing by dividing the bricks into 'your pile and my pile' and skilfully invites other children to join in the game. Outside, children are praised for willingly sharing the space with each other at the water wall. n When children put their coats on to go outdoors, the childminder promotes their independence, as she encourages them to pull their zips up. Toileting and potty training are prioritised well by the childminder. Children wash their hands independently before snack and mealtimes. When children return inside from playing in the rain, they are encouraged to take off their wellies and put them in the correct place. n The childminder engages with courses to support her professional development.

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need to do better?

She makes effective links between what she has learned from her training and how this can be applied, particularly in relation to children's safety and welfare. She takes care to ensure that the environment is risk assessed effectively and that evacuation plans are in place. n At mealtimes, children sit well together, enjoying a variety of healthy meals and snacks, some of which they are invited to choose themselves. Children are encouraged to use cutlery effectively. They develop good mealtime practices as they sit at the table.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is uncompromising over children's safety. She is very knowledgeable about the different factors that might put children in danger or at risk of abuse. She takes safeguarding training responsibilities seriously. She ensures the relevant checks are in place for herself and other adults in her household. The childminder knows that changes in the behaviours or demeanour of the parents she works with may indicate that they need some support, which she willingly offers. The childminder has a secure knowledge of the processes to follow if she has concerns about a child or family.

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Due date

plan an ambitious, challenging curriculum that meets the needs of all learners and enables them to make progress in all areas of learning 01/11/2022

p.3

Due date

20 October 2022 engage and support parents to guide their children's learning and development at home and to work in partnership with the childminder to promote good progress. 01/11/2022

p.3

should:

n support children to reflect on their differences and understand what makes them unique and offer a range of learning opportunities that support children to develop an appreciation of diversity.

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Setting details

Unique reference number 2601205 Local authority Bradford Inspection number 10251581 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in the Clayton Heights area of Bradford. She works with her daughter, who is also a registered childminder. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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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 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector around the areas of her home used for childminding and explained her intentions for children's learning. n The inspector spoke to parents during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed a range of activities and interactions between the childminder and children, to help evaluate the quality of education.

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Inspection activities

20 October 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

20 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.

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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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