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

Interactions between the childminder and children are strong. The childminder takes time to ensure that children are well settled and feel safe. This starts from arranging tailored settling-in visits, including visiting children in their home environment before joining the setting. This helps children to build positive and trusting relationships with her. The childminder is a good role model and provides an abundance of praise and encouragement for children as they play to help them develop good attitudes to learning. For instance, children show motivation as they help to cut up fruit for snack time. Children demonstrate good levels of independence as the childminder observes and continues to encourage children to 'have a go', offering support as and when necessary. This helps to develop children's self-esteem.

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The provision is good

The childminder puts in place an ambitious curriculum for all children which helps them to prepare for future learning. She uses observations and assessments, such as the required two-year progress check for children aged between two to three years, to accurately identify what children need to learn. For instance, she plans activities to help promote children's large- and small-muscle control, which helps children to progress with their early literacy skills. This includes activities such as learning how to use tweezers to pick up objects, playing with dough and making marks in cornflour. This helps children to prepare for their eventual move to school.

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need to do better?

n The childminder plans regular, challenging physical play games that help children to strengthen their coordination and control. The childminder takes children to local parks and play centres. Children also have access to the childminder's garden, where they can use trikes and push along cars. Children develop their core muscles when using balancing boards and show a keen interest in using their hand-eye coordination during sand and water play games. n The childminder talks to children about the importance of keeping themselves safe. She ensures that robust risk assessments are in place. For instance, during mealtimes, she talks to children about the food being hot and how important it is to let the food cool down. The childminder supports children to learn to use a safety knife when helping to cut up their own fruit and vegetables. She encourages children to explore the different textures of the fruit, including

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need to do better?

bananas and pineapples. The childminder encourages children to follow good hygiene practices at all times. This helps children to develop an understanding of leading a healthy lifestyle. n The childminder creates excitement and deep interest in children during group activities, such as using a 'magic bag'. Children show that they are familiar with this activity, demonstrated by their understanding of what happens next. They

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need to do better?

11 March 2024 join in with selecting toys to represent familiar nursery rhymes. The childminder continues to support children's communication and language development through reading stories and providing a narrative as children play. However, the childminder does not ensure that all children are always included in sharing their ideas and answering questions during group sessions. n The childminder evaluates her setting well. She swiftly identifies any emerging gaps in her practice and is keen to complete training to help to continue to improve her knowledge and skills. This includes developing her skills of building on children's listening and attention skills. She puts her learning into practice and takes children on 'listening walks' to talk about the different sounds children can hear in their environment. Furthermore, she uses games to encourage children to recognise and compare different sounds.

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need to do better?

n Parents have access to an electronic system to review their children's learning and development. They have daily discussions with the childminder and are invited to regular parents' evenings. This helps to provide a continued approach to children's learning. However, the childminder does not always seek up-to-date information from parents about children's specific needs, including information about other professionals involved in their care, to help her fully understand the level of support individual children may need during their time at the setting. n Children are confident learners who form strong friendships with one another. They learn to share and take turns during activities. For example, during water play games, children play alongside each other when using toy fishing nets to catch ducks and stones. Children proudly show the childminder what number they have found on the bottom of each duck. The childminder encourages

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need to do better?

children to count how many dots they can see. This helps to promote children's mathematical skills.

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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 ensure that during group sessions all children are fully included in sharing their ideas and answering questions to help build on their good levels of confidence n review information gathered from parents about children's specific needs to help understand the level of support individual children may need during their time at the setting.

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Setting details

Unique reference number EY497331 Local authority Bradford Inspection number 10317004 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 6 Date of previous inspection 2 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Bradford, West Yorkshire. She opens Monday, Tuesday, Thursday and Friday, term time only. Sessions are between 7.30am to 5.30pm. The childminder holds qualified teacher status. She offers free funded early education places 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 their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke and communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of an activity with the childminder. n Parents shared their views of the setting with the inspector.

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Inspection activities

11 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

11 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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