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 happy in the care of this nurturing and friendly childminder. They are warmly welcomed in this home-from-home setting. Children receive the love, care and attention from the childminder that they need to thrive. The childminder displays children's photos on the walls of the purpose-built playroom. This helps children to develop a strong sense of belonging. The childminder develops warm relationships with children and families. Parents say that they feel incredibly lucky to have found this childminder, who they describe as 'kind, caring and compassionate'.

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The provision is good

The childminder has warm interactions with babies and children, and she knows them well. Babies demonstrate their joy and giggle as they play tickling and peekaboo games. The childminder identifies children's needs and wants, and she responds to them quickly. She places a firm emphasis on promoting children's emotional well-being. This helps children to feel safe, secure and enjoy their time in this setting.

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The provision is good

The childminder establishes age-appropriate expectations for children's behaviour, even from an early age. She uses 'Daisy' the puppet to teach children how to be caring, have appropriate interactions with others and use 'kind hands'. Children practise taking turns, for example, as they choose props from the singing bag. When children accomplish small tasks, the childminder and their friends shower them with praise by clapping and cheering. This helps children to feel proud of their achievements and develop confidence to tackle new challenges.

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need to do better?

n The childminder plans and implements a well-sequenced curriculum. For example, when children learn early mathematical concepts, she then adapts the activity by adding more challenge. The childminder knows the children in her care well and can confidently talk about their capabilities. She carefully plans activities to meet children's needs and provide a range of experiences. Consequently, all children make good levels of progress. n The playroom is well resourced with toys and activities that are matched carefully to the age and developmental stage of the children. However, at times, the childminder does not plan the environment to help all children to sustain attention for longer lengths of time. Furthermore, the childminder does not yet provide consistent opportunities for babies to develop their physical skills indoors. n The childminder supports children's speech and language development effectively. Young children learn new vocabulary as the childminder models the

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need to do better?

names of animals as they play together with the sensory farm. Children develop

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need to do better?

29 September 2023 a love of reading as the childminder animatedly reads their favourite books. The childminder is skilful at checking children's understanding by asking them to point to the illustrations. This helps to develop children's confidence in speaking and listening. n Children benefit from a range of exciting daily outings which promote their development. For example, babies enjoy physical challenge at soft-play centres as they learn to manoeuvre around objects, climb and walk. Children visit the library for story and song time, and they go to farms, beaches, zoos and local nature attractions. They have many opportunities to meet others in the community through playgroups and visits with another local childminder. This helps children to develop their social skills and enjoy the firm friendships they make. n Partnerships with parents are good. The childminder gathers important information from parents when their children first start at the setting. This helps

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need to do better?

her to plan for children's future learning and development. Parents say that their children enjoy coming to the setting. They appreciate the detailed information that they receive through daily photos and updates. Parents are aware of what their child is learning in the setting and receive ideas on how they can support this at home. n Overall, the childminder evaluates her practice and setting successfully. She is aware of future areas for development and how she will do this. For example, she is already looking at ways in which to make changes to the environment to positively impact on children. The childminder has close links with another local childminder. Together, they share examples of good practice and information about updates. The childminder builds strong relationships with parents. She gathers their views and uses these when planning for children's future learning and development. n The childminder is proactive in seeking out new ideas to further improve the

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need to do better?

quality of her teaching and engaging activities for children. However, she does not yet place a greater emphasis on sharply focusing training and professional development opportunities to continually develop the quality of her setting to an even higher level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the signs and symptoms that may indicate that a child is at risk of harm. She stays up to date with any changes to processes in line with her local authority's safeguarding procedures. Furthermore, the childminder is confident about the action to take should she have concerns about children's welfare. She provides a clean, safe and secure environment for children. The childminder carries out thorough daily risk assessments to ensure children's safety indoors and while on outings. She is clear about what action to take in the event of an emergency, including robust fire evacuation procedures.

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should:

n give children more opportunities to engage with activities for longer lengths of time without becoming distracted and to be able to move freely in the space provided n explore further professional development opportunities to raise the already good-quality teaching skills to an even higher level.

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Setting details

Unique reference number EY494237 Local authority Bradford Inspection number 10304829 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 1 February 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Keighley, West Yorkshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for family holidays and bank holidays. The childminder holds an appropriate early years qualification at level 3.

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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 observed the quality of education being provided and assessed the impact on children's learning. n The inspector viewed the setting and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the curriculum is implemented and the impact on children's learning. n Parents and carers shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

29 September 2023 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

29 September 2023 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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