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 and settled in the childminder's welcoming home. The childminder provides a very relaxed and positive environment for children to play and learn in. Children are confident and build friendships with each other. They have secure relationships and warm interactions with the kind and caring childminder. Children laugh and smile as they read books together. This helps children to feel welcomed, safe and secure in the childminder's home.

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The provision is good

Children show a positive attitude to their learning. They are curious and eager to explore the opportunities available to them. The childminder plans an ambitious and well-sequenced curriculum. She is enthusiastic in her approach and gets down to children's level to engage in their play. The childminder supports children to become critical thinkers and problem solvers. This is evident when children build a train track together. They look at why a piece does not fit and try different-shaped tracks until they are successful.

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The provision is good

The childminder teaches children about the importance of living healthy lifestyles. Children enjoy a range of freshly prepared healthy meals and snacks each day and drink plenty of water. The childminder has embedded good hygiene routines with the children. For example, she encourages independence, so that children can manage their self-care skills and wash their hands before eating. This means that children's understanding of healthy lifestyles is well supported.

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need to do better?

n The childminder has a good understanding of what she wants children to experience and learn during their time with her. She gathers detailed information from parents when children first start and then builds on this to plan their next steps in learning. The childminder follows children's interests and adapts what she is doing to support their engagement in the activities that are on offer. This helps children to make good progress from their starting points. n The childminder supports children's language development well. For instance, during play, she asks the children a range of questions and talks to them about what they are doing. The childminder speaks clearly to the children and allows them the time they need to gather their thoughts and respond. She consistently repeats back words to help children hear the correct pronunciation. This helps children to show good progress in their communication and language skills.

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need to do better?

n Overall, children behave well. They show this when they willingly help with tasks, such as tidying up their toys before they move on to the next activity. The childminder offers the children regular praise for their achievements and swiftly manages any unwanted behaviour with gentle reminders. However, the childminder does not consistently support the children to understand why rules

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need to do better?

3 January 2024 and boundaries are in place. Consequently, children do not always understand the reason for rules. n Children have daily opportunities to explore their local community. They attend regular playgroup sessions with other childminders and their children to extend their social skills. The childminder takes children on bus trips to the library and walks at local heritage sites and woodland parks. These experiences help children to develop an understanding about the community in which they live. n The childminder understands the benefits of outdoor play to support children's physical and emotional well-being. For instance, children enjoy daily fresh air and regular walks to parks, where they have opportunities to use play equipment and develop their physical skills. The childminder recognises that her outdoor area is not currently suitable and readily accessible for the children. However, she has plans to develop this area and make it a safe place for children

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need to do better?

to learn and explore. n Partnership with parents is good. The childminder places a high priority on building secure relationships with parents from the start. Parents are full of praise for the childminder. They say that she is warm, welcoming and trustworthy and the children enjoy their time at the setting. Parents value the daily communication with the childminder and the regular photos and updates they receive about their children's development. n The childminder is reflective of her practice and has attended professional development opportunities to improve her knowledge of mandatory training, such as first aid and safeguarding. However, she does not currently engage with focused professional development opportunities to deepen her knowledge and strengthen her teaching skills further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n help children to understand why rules are in place, to develop a greater understanding of how their actions may affect others n develop the curriculum in the outdoor area to further support and extend all children's learning n engage with professional development opportunities to enhance knowledge and develop teaching skills further.

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Setting details

Unique reference number EY492929 Local authority Bradford Inspection number 10301280 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 8 Number of children on roll 13 Date of previous inspection 5 January 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Oakworth, Keighley. She operates all year round from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She provides early funded education for children aged two years. She is registered to work with an assistant, although this is only used for emergencies.

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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 her setting. n The childminder showed the inspector around areas of her home used by children and explained how she supports children's learning and development. n A joint observation was carried out by the childminder and the inspector. n The inspector observed the quality of the interactions between the childminder and the children and assessed the impact on children's learning. n Parents shared their views with the inspector through written feedback. n The childminder provided the inspector with a sample of key documentation on request, including evidence of paediatric first-aid training and public liability insurance.

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Inspection activities

3 January 2024 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

3 January 2024 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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