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 thrive in the warm, welcoming and friendly environment the childminder creates for them. They build strong attachments with the caring and nurturing childminder and her assistant. Children are proud of their accomplishments and actively seek out the childminder and assistant to show them what they have achieved. Children delight in the positive praise that they receive, which helps to keep them engaged and motivated to learn.

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The provision is good

Children are kind and caring towards others. They are keen to help each other and offer support to their friends when needed. For example, children help each other put capes and costumes on while role playing doctors and nurses. Older children negotiate and cooperate with their friends. The childminder tactfully supports younger children who are still developing these skills. For example, she talks to them about their feelings and emotions, and the impact their actions have on others. This helps to develop their emerging social and emotional skills well.

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The provision is good

The childminder has an ambitious curriculum that is focused on preparing children for their future learning and eventual move to school. She works with the feeder nursery schools to identify what skills they want children to have when they start. The childminder uses the information she gathers to plan learning experiences that help to build on children's knowledge and skills over time. Furthermore, she shares key information with parents about their child's learning targets and suggests ways to support their learning at home. This helps to promote a consistent approach towards children's learning. Children make good levels of progress in all areas of learning.

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need to do better?

n Children show high levels of curiosity as they explore the natural world around them. For example, they use magnifying glasses to find different insects in the minibeast garden the childminder has created for them. The childminder encourages children to describe the similarities and differences between them. She models new language to children, which helps to extend their vocabulary. n The childminder promotes children's understanding of the world. This is a strong area of the curriculum. For example, children enjoy regular outings in the local and wider community. Children are keen to share their knowledge and show an awareness of potential risks in the outdoors. For instance, they explain why they cannot eat the strawberries that the birds have made holes in. n The childminder knows the children in her care very well. She takes the time to get to know children before they first start at the setting. For example, the

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need to do better?

childminder gathers detailed information from parents about their child. She uses this information to plan familiar routines and learning experiences that take

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need to do better?

10 July 2024 account of children's individual needs and interests. Children quickly settle in well and show they feel safe with the childminder and her assistant. n Children's health, safety and welfare are of high priority to the childminder. She communicates daily with parents to share key information about their child's day. She has a system in place to gather information from parents to keep up to date with any changes to their child's individual needs. This helps to ensure children consistently receive the support that they need. n Children demonstrate high levels of confidence and self-esteem. They confidently share their own ideas and make independent choices about their play. The childminder skilfully responds to children's interests and interacts well with children to extend and build on their learning. For example, children develop a love of books form an early age and link their learning to their

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need to do better?

favourite stories. n Children are well prepared for the next stages in their learning, such as starting school. The childminder focuses on helping them to develop good levels of independence and self-care. She plans to work in partnership with the local school to provide information about children and promote continuity. This helps to promote a positive transition for children as they move from the childminder's setting to school. n The childminder regularly evaluates her practice and accesses professional development opportunities. This helps her to develop her skills and maintain an up-to-date knowledge and understanding of the early years foundation stage (EYFS). Although she provides her assistants with supervision, there are less opportunities for them to access training that focuses on raising the quality of their teaching even further.

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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 provide assistants with further opportunities to develop their skills and raise the quality of teaching to the highest level.

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Setting details

Unique reference number EY499193 Local authority Bradford Inspection number 10351593 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 27 September 2018

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Information about this early years setting

The childminder registered in 2016 and lives in the Crossflatts area of Bingley, West Yorkshire. She operates all year round from 7.30am until 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification in childcare at level 5.

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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 provider. n The childminder showed the inspector 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 their EYFS curriculum. n The inspector spoke to children, to find out about their time at the setting. 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 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

10 July 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

10 July 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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