Childminder in Bradford

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

p.1

The provision is outstanding

Children thrive in this welcoming and nurturing environment. They develop high levels of confidence and immerse themselves in a range of activities. The childminder actively encourages children to cooperate well on tasks and to problem-solve. Children build cardboard structures with 'struts' and 'slopes'. They carefully select different lengths for the top and discuss which pieces would work best and why. They persevere when their structures collapse and continue undeterred. Together, as the children rebuild the structure, they try to recall, 'Which is the one that goes on the top?'

p.2

The provision is outstanding

Children become engrossed in their learning and enjoy setting themselves challenges. The childminder skilfully helps them to learn about angles as they raise the angle of the cardboard 'slope' they have made and watch the balls roll down. They soon realise that the higher they raise the slope, the faster the balls roll down and the flatter it is, the slower they go. They each take turns to have a go and share the resources well, working extremely cooperatively.

p.2

The provision is outstanding

The childminder has high expectations of children's behaviour, which is exemplary as a result of this. The strategies used by the childminder are well considered to suit the individual needs of each child, based on their level of understanding. Children learn about the needs of others as well as their own and are kind and well mannered to one another.

p.2

need to do better?

n The childminder is highly skilled, with a wealth of experience. She provides excellent individualised support for each child. Her interactions with children demonstrate her in-depth knowledge of their capabilities. She quickly identifies any gaps in learning and acts promptly on this information. As a result, all children make rapid progress from their starting points. n Children enjoy taking on a range of physical challenges and master a range of skills. They use two lengths of cardboard as chopsticks to pick up smaller pieces of cardboard and transport them to different areas of the room. They concentrate well, and when one of them drops a piece, others are on hand to offer words of encouragement to 'keep going'. The childminder sets them a challenge of picking up the 'squishy ball'. After much concentration and perseverance they master it, repositioning their hands further down the cardboard to gain more control.

p.2

need to do better?

n Children learn about number and quantity during daily routines and everyday activities. From an early age, they learn to add and take away. For example, the childminder asks the children, 'Have you got three or more balls?' The children identify they have four and that is more than three. When they find another ball,

p.2

need to do better?

20 March 2024 the childminder asks, 'How many do you have now, altogether?' The children shout out five. Together, they then break it down to check their answer is accurate, using the balls to help them. The childminder explains, 'You had four and found one more, and yes that makes five altogether.' n Children are full of enthusiasm as they talk about what they are doing and what they are going to do next. The childminder encourages them to communicate effectively about how they feel or what actions they may not like from others. For example, children explain to their friends that they do not like it when they place the cardboard pieces on their head. This helps to support children to be able to self-regulate behaviours and to resolve disputes through effective use of language and communication. n Children learn to be respectful and value each other as unique individuals. They are very independent and are eager to do things for themselves, displaying good

p.2

need to do better?

attitudes to learning. The childminder encourages children to learn about responsibility. The children tidy away the resources and place the largest pieces of cardboard in the box first, right down to the smallest. They compare different pieces and decide which needs to go into the box next. The childminder asks the children why they think the lid will not close, and the children realise the pile is too high. Together, the children problem-solve and separate the pieces into two different piles and delight in the fact that they can now close the lid. n Partnerships with parents are highly effective. Parents report that they are thrilled with the progress their children make, and they are full of praise for the 'nurturing environment' and 'fantastic feedback' they receive. n The childminder has a rigorous approach to self-evaluation. She actively reflects on the quality of her provision. The childminder has an uncompromising

p.3

need to do better?

commitment to continuous improvement that helps to drive her setting from strength to strength and provide children with high-quality learning experiences.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

Setting details

Unique reference number EY494490 Local authority Bradford Inspection number 10317018 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 8 May 2018

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Keighley, West Yorkshire. She operates term time only, from 7.30am to 5pm, Monday to Thursday. The childminder holds an appropriate early years qualification at level 4. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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 showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector spoke to children to find out about their time at the setting. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation with the childminder. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

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.

p.5

Inspection activities

20 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6