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 Requires improvement

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The provision is good

The childminder offers children a welcoming and homely environment. Children demonstrate that they feel relaxed, happy and safe. The childminder has successful settling-in procedures in place. Children quickly form strong attachments with the childminder and her assistants. They are well behaved, curious and motivated learners. Children develop good communication skills and play beautifully together. All children communicate their needs and wants effectively. They confidently engage in play and conversations with everyone. For instance, children pretend to be firefighters and police officers, and pretend to rescue a cat stuck up a tree.

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The provision is good

The childminder is experienced and understands how children learn and develop. She provides an imaginative curriculum to help to stimulate children's interests and learning. The childminder observes children as they play. She uses this information to assess what children know and what they need to learn next. Her small team work well together. They know where each child is in their learning and how to help them achieve. For example, the childminder and her assistants are skilled at knowing when to sit back and allow children to explore independently and when to step in to support them.

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The provision is good

The childminder helps children to learn about the diversity in society through everyday activities and experiences. She teaches children to respect each other's differences which helps to ensure that children grow up with tolerance and understanding. Parents are very complimentary about the care and support their children receive.

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need to do better?

n The childminder has worked hard since her last inspection to reflect and make positive changes across her service. She has reviewed and implemented a range of policies and procedures which helps to underpin her good practice. The childminder demonstrates a passion for her role and providing the best for children, which is shared by her enthusiastic assistants. The childminder and her assistants routinely complete personal online research and training to update their knowledge and help improve outcomes for children. n The childminder encourages children's independence, enabling them to help themselves to resources and begin to manage their own self-care. For instance, children who need to wipe their nose are supported to visit the 'nose-blowing station' and have a go at blowing their nose with tissues. Younger children begin to use cutlery to feed themselves. Older children take responsibility for small

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need to do better?

tasks, such as tidying away toys and resources. Children gain a range of valuable skills to help prepare them for the next stage of their education, including their eventual move on to school.

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need to do better?

31 January 2024 n The childminder helps children to learn about the benefits of a healthy lifestyle. She makes sure that children's snacks and meals are healthy and well balanced. Children have plenty of opportunities to play in the fresh air where they develop their physical skills. n The childminder knows the children in her care well and can confidently talk about their capabilities. She uses a good commentary with challenging questions to support children in their next stage in learning. Overall, children make good progress. However, on occasion, the childminder and her assistants do not focus their teaching to fully extend and challenge more-able children's learning and help them to achieve the best possible outcomes. n Generally, children begin to develop an understanding of mathematical concepts and language. For instance, children talk about 'tiny' and 'huge' spiders during rhyme time. The childminder and assistants routinely encourage children to

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need to do better?

name numbers, colours and shapes during adult-led activities and in their play. Children can count in sequence and recognise familiar numbers. However, at times, the childminder does not build on children's interests in some mathematical concepts. For example, she does not introduce children to other mathematical concepts, such as estimating, capacity and volume. n The childminder is motivated to drive her own professional development. For instance, recent training to improve her awareness and support for children with special educational needs and/or disabilities has helped her to focus on her assessments of children to identify any gaps in their learning. She knows where to get professional support and understands funding requirements, when required.

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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 make the most of all interactions and opportunities to extend more-able children's learning to the highest possible level n extend children's understanding of more difficult mathematical concepts.

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Setting details

Unique reference number 2649693 Local authority Bradford Inspection number 10275776 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 8 Date of previous inspection 9 January 2023

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Information about this early years setting

The childminder registered in 2021. She lives in the Wibsey are of Bradford. The childminder opens all year round, from 7.30am to 6pm, Monday to Friday, except for family holidays. She holds a relevant qualification at level 3. The childminder works with assistants, one of which holds a level 2 qualification. She provides funded education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector and childminder carried out a joint observation of a sensory activity with one of the assistants. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the provision. n The inspector spoke to a parent during the inspection and took account of their views along with written feedback from parents.

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Inspection activities

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

31 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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