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

The childminder knows the children in her care very well. She provides resources that appeal to their age and stage of development. The childminder arranges the environment with equipment that stimulates children's interests and motivates them to play. Children are happy and secure with the childminder, who builds close and nurturing relationships with each child. For instance, the childminder quickly recognises when younger children are becoming tired and provides them with reassurance. She supports children's early literacy skills well. For instance, the childminder provides a good range of easily accessible books. Children listen intently and respond enthusiastically to the childminder's questions. These opportunities help children to develop a deep love of stories and books. Children enjoy leading their own learning, such as when choosing storybooks.

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The provision is good

The childminder is a very good role model and offers children guidance and encouragement. Children behave very well. They know what is expected of them as the childminder gently instils consistent age-appropriate boundaries. The childminder helps children to explore their feelings and encourages them to show kindness towards their friends, such as by offering them their drink. Children join in activities that require them to take turns and to show consideration for one another. They respond positively to consistent praise and encouragement from the childminder, which helps to boost their confidence and self-esteem.

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need to do better?

n Overall, the childminder has high expectations of children's learning. She finds out what children know and can do and provides spontaneous opportunities to extend their knowledge and skills. The childminder plans activities that children will enjoy. However, she does not always clearly identify what she wants children to learn from these experiences. This impacts on her ability to precisely focus her teaching on what children most need to practise or learn next. n The childminder places a key focus on children's communication and language development. She engages children in conversations. Toddlers learn new rhymes and songs and sing familiar songs as they play. When children mispronounce a word, the childminder sensitively repeats their sentences using the correct pronunciation. She praises children as they repeat her words. This helps children to develop their communication skills. n The childminder helps children to develop their large and fine motor skills. For

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need to do better?

example, toddlers walk up and down steps and stack blocks. They use their imaginations as they talk to each other on the pretend mobile phones. Older children practise their mark-making skills and learn how to use knives safely to cut up their bananas. n Older children concentrate very well and carefully count to 10. The childminder

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need to do better?

23 January 2024 uses the daily routine and activities to incorporate opportunities for children to recognise colours, count and problem solve as they complete puzzles and play with small-world figures. Children make good progress and they gain skills they need for their future learning. n The childminder promotes children's physical well-being. Children enjoy daily opportunities for exercise and fresh air, including visits to woodlands and growing vegetables in the childminder's garden. The childminder organises meetings with other childminders to give children opportunities to socialise in a wider group. For example, children visit soft-play centres, the local library and playgroups. n The childminder works in partnership with parents very effectively. She has a two-way dialogue with parents, and regularly shares information about children's learning and development. Parents state the childminder goes 'above and

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need to do better?

beyond' to support them. They comment their children make very good progress in her care. n Children begin to understand about the importance of a healthy lifestyle. The childminder encourages them to share the names of the different fruits and vegetables they like at mealtimes. She encourages children to try new foods and discuss the benefits that food has on their bodies. n The childminder demonstrates a genuine passion for her work. She ensures that she keeps her mandatory training up to date. The childminder carries out research and watches online webinars. However, she does not use self- evaluation effectively enough to identify professional development opportunities to build on her knowledge and skills to further enrich aspects of her practice.

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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.

p.3

should:

n focus teaching more precisely on the learning intentions of planned activities to support individual children's progress n identify areas for professional development to help address minor inconsistencies in the quality of education.

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Setting details

Unique reference number EY494838 Local authority Bradford Inspection number 10305040 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 6 Number of children on roll 3 Date of previous inspection 8 February 2018

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Information about this early years setting

The childminder registered in 2015 and lives in the Ilkley area of Bradford, West Yorkshire. She operates all year round, from 7.30am to 6pm, Monday to Thursday, except for 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 the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector around the premises and discussed how she ensures that they safe and suitable. n The childminder discussed how she plans and implements her curriculum. The inspector observed the quality of education being provided and assessed the impact on children's learning. n During the inspection, the inspector spoke to and interacted with children. n The inspector took account of the views of parents through written feedback and sampled key documentation.

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Inspection activities

23 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

23 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

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