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

p.1

The provision is good

Children are settled in the care of the attentive and nurturing childminder. She shows children respect and has a calming nature. This has a positive impact on children's behaviour. Children listen well, are keen to help and are polite. The childminder sensitively considers how to support children's well-being. She offers children cuddles and reassurance, which they readily accept. This shows the secure and loving bond that she has built with them.

p.2

The provision is good

The childminder's passion for her role is obvious through the numerous activities that she carefully plans for the children. She has created an ambitious curriculum that is meaningful for all children. For example, children enjoy posting activities. Older children are very focused as they post pictures of healthy foods into a cartoon character's mouth. They laugh with excitement as the character's tummy is filling up. Younger children enjoy posting shapes into a container. The childminder and children celebrate by clapping when the task is complete.

p.2

The provision is good

Children develop their language skills as the childminder and children play together. The childminder uses words such as 'vibrant' to describe the bright colours of butterflies and talks about orange peel being 'bitter'. Younger children's vocabulary is extended as she names the objects that they are playing with.

p.2

need to do better?

n The childminder interacts positively with children. She gets down on their level to become a partner in their play. The childminder asks lots of meaningful questions linked to the children's play. However, at times, she does not give children enough time to think and respond. For example, she asks children to describe a 'pineapple' and immediately gives them the option of is it 'smooth' or 'bumpy?' n Children have lots of opportunities to develop their physical skills. They use their muscles to pull themselves up on the slide. They use sponges and shaving foam as bricks and cement and mark make in the foam. This helps to develop the muscles in their fingers. Mathematics is introduced as the childminder talks about the number of sponge bricks and the height of the sponge tower. n Children enjoy playing with activities and games that the childminder has carefully selected for them based on their interests. The childminder encourages

p.2

need to do better?

children to make independent choices in their play. However, occasionally, with the youngest children, the childminder removes activities when children have played with them once. This does not give children time to develop their own ideas and fully investigate what else they can do. n The childminder values the diversity of the local community. She takes children to a range of cultural festivals and celebrations. Children visit local museums and

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need to do better?

18 June 2024 take part in sponsored events to raise money for causes that are meaningful to them. This helps children to appreciate and learn about the diverse world in which they live. n Independence is promoted. Children are encouraged to collect their own shoes and try to put them on. They independently wash their hands at appropriate times of the day. For example, children know that they need to wash their hands after playing outside. They peel and cut up bananas for their snack and help to tidy up for story time. Children demonstrate a clear sense of pride in achieving tasks by themselves, which helps to build their self-esteem and confidence in their own abilities. n The childminder has good relationships with parents. She understands the positive effect that partnership with parents has on children's learning and development. She collects lots of valuable information from parents before children join the setting. This helps her to identify children's starting points.

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need to do better?

Parents say that the childminder is 'dedicated, compassionate and professional' and that children's 'tailored learning is exceptional'. n The childminder regularly reflects on her practice. She continually develops her skills and knowledge through online learning platforms and by attending local training opportunities. She monitors children's development accurately and plans their next steps carefully. This helps to strengthen outcomes for children and prepare them for the next stage of their learning.

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

should:

n consider how questions are presented to give children the time to process their thoughts to further support and extend their language and thinking skills n allow children the time to engage in activities for longer periods to support them in exploring and developing their own ideas.

p.3

Setting details

Unique reference number EY471744 Local authority Bradford Inspection number 10339348 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 18 Date of previous inspection 11 July 2018

p.4

Information about this early years setting

The childminder registered in 2013 and lives in Bradford. She operates all year round from 7.15am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two- and three-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 provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

18 June 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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