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 show high levels of independence. This includes very young children learning to take off their own coats and shoes after playing outside. Children help to tidy away toys and resources and show that they understand the routine of the setting. They demonstrate that they are happy and feel secure in the care of the childminder. This is evident through the positive relationships that they show. The childminder offers praise and encouragement for children as they play. He joins in with celebrations of what children can do well. Children give the childminder a 'high five' and 'fist bump' and smile as he tells them what a good job they are doing. This helps to promote children's self-esteem and confidence effectively.

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The provision is good

The childminder demonstrates a strong understanding of how children learn. He works closely with his co-childminder to plan an ambitious curriculum for all children. The childminder and his co-childminder complete detailed observations and assessments of children's learning to help them to identify what children need to learn next. There is a strong emphasis on supporting children to develop good communication and language skills. This includes listening to and joining in with exciting action rhymes and songs. Children listen attentively to stories and are encouraged to join in with repeated patterns and phrases.

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need to do better?

n Children show that they are confident learners. They immerse themselves in fun games and show that they are eager for the childminder to join in with their play. Children show a positive attitude to learning. For instance, they excitedly show him model robots they create using building blocks. The childminder is animated and shares children's enthusiasm. He laughs with them and plays sensitively alongside them, offering a running narrative. He offers explanations to children and shows them how to add the pieces together. He asks questions that help to develop children's thinking skills. n The childminder engages children in physical play games, such as rolling and catching balls in the well-resourced outside area. Children learn to balance and climb. Furthermore, they ride around on bikes and toy cars. The childminder talks to children about the importance of washing their hands and following good hygiene routines. He works with parents to help to develop children's self-

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need to do better?

care skills, such as children learning to use the toilet. n The childminder and his co-childminder complete training and evaluate the setting well. He has a good understanding of how children learn. However, the childminder does not have systems in place to help him to reflect on his individual practice, or to help him to raise his teaching of the curriculum to the highest level. n Parents comment on how their children settle quickly in the care of the

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need to do better?

25 October 2023 childminder. They compliment the childminder on his regular communication with them. For instance, they talk about being regularly informed about what their children have been learning about at the setting. This includes children learning new songs and going on outings and experiences. This helps to provide a continued approach to children's learning. n The childminder builds on children's mathematical understanding. For instance, he introduces shapes as he plays alongside them. Children help him to build a square structure and work together to create towers. He asks children if they would like to build a tower that is bigger than his. The childminder supports children to recognise differences in size and colours. Children engage well as they concentrate on counting how many blocks they have. n Children make pretend cups of tea for the childminder in the outdoor area. He joins in with their imaginary play games. This helps to promote children's

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is aware of his responsibilities to report any concerns in relation to a concern about the welfare of a child. He demonstrates a good understanding of the possible indicators of abuse, including signs that a child or family may be exposed to extreme views and/or behaviours. The childminder works closely with his co-childminder to review policies and procedures to ensure the safe and efficient running of the setting. He completes risk assessments and supports children to understand how to manage their own risks. For instance, young children under three years show that they are aware that they are able to access only the lower part of the large apparatus in the nursery garden.

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should:

n enhance the already good teaching and build on observation of each other's practice to drive teaching to the highest level.

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Setting details

Unique reference number EY393083 Local authority Bradford Inspection number 10315011 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 7 Date of previous inspection 22 May 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Holme Wood, Bradford. The childminder holds a childcare qualification at level 3. He works alongside another co-childminder, who is his wife. The childminder provides care Monday to Friday, from 7am to 5.30pm, all year round, except for 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 the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

25 October 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

25 October 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

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