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 that they are happy, relaxed and settled in the childminder's care. They thrive in the warm, welcoming and homely environment that the childminder provides for them. Children build strong and secure attachments with the kind and caring childminder. Babies enjoy lots of cuddles and quality interactions with the childminder. Older children are loving towards younger children and play 'peek-a- boo' with them to try and make them laugh. Older children learn how to negotiate and cooperate with their peers as the childminder encourages them to share and take turns. Consequently, children grow up with tolerance and learn how to manage any conflicts when they arise. Children are well prepared for their future learning and eventual move to school.

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The provision is good

Children make good rates of progress from their starting points. The childminder takes the time to get to know children when they first start at the setting. She gathers detailed information from parents about their child's interests and what they already know and can do. She uses her knowledge to plan familiar routines and activities that are targeted towards their individual needs. The childminder continuously observes and assesses children's learning to monitor their progress. She uses this to identify any gaps in a child's development and their next step learning targets. From these, she plans activities and learning experiences that help to build on children's knowledge and skills overtime.

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need to do better?

n Children develop good mathematical skills. For example, they count the total number of dolls and baby blankets that they are playing with. The childminder encourages them to compare who has more, less or the same number of dolls and blankets. This helps children develop their understanding of number. Older children confidently recall the different properties of shapes and can identify which shape the childminder describes. n The childminder supports children to develop their language skills well. For example, she sings nursery rhymes and shares books with children daily to help build their vocabulary. Babies are encouraged to babble and repeat sounds to help develop their emerging communication and language skills. Older children are supported to develop their speech sound production through targeted interventions. For instance, they learn the letter of the week where they practise the pronunciation of letter sounds. The childminder listens patiently and

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need to do better?

encourages children to talk. n Children have many opportunities to develop their physical skills. For example, the childminder supports babies to develop their stomach muscles, which are needed for crawling. She supports babies to stand for short periods of time to develop the strength and muscles in their legs. Older children are taken to the

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need to do better?

5 March 2024 park and play centres for daily exercise. These experiences provide them with opportunities to use different climbing equipment where they can develop their coordination and balance. n The childminder promotes children's independence during free-flow play. However, she does not consistently challenge children's thinking and problem- solving skills during some adult-led activities. For example, the childminder completes tasks and solves problems for children during creative activities. This occasionally narrows the opportunities for children to develop their critical thinking and problem-solving skills. n The childminder has high expectations of children's behaviour. She values the importance of having clear and consistent boundaries and expectations, so children know and understand what is expected of them. The childminder teaches children about their feelings and emotions. She talks to them about the

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need to do better?

impact their behaviour has on others. n Children have many opportunities to meet people beyond their own communities. For example, the childminder takes them to parks, playgroups and play centres. These positive experiences help to build on children's social skills and an understanding of the world beyond their own experiences. n The childminder completes training online and attends meetings with the local authority to keep up to date with any changes. This helps to ensure that the childminder continues to meet the requirements of the early years foundation stage. However, she does not evaluate her practice to help identify ways to raise her good teaching skills to a consistently higher level. n Partnerships with parents are effective. The childminder has daily discussions with parents about their child's progress. She shares ideas about ways to support their child's development at home. The childminder links parents to

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need to do better?

external professionals where concerns arise about their child's development. This helps to ensure that children receive the individual support that they need from the earliest point.

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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 opportunities to challenge children's thinking and problem- solving skills during adult-led activities n develop self-evaluation procedures to help identify professional development opportunities to help raise the quality of teaching to the highest level.

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Setting details

Unique reference number EY497903 Local authority Bradford Inspection number 10317019 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 10 Date of previous inspection 8 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in the Long Lee area of Keighley. She operates all year round, from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 childminder. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and the inspector completed a joint observation. The childminder discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

5 March 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

5 March 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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