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

The childminder provides a safe and welcoming environment for children. They are nurtured under the care of the calm and kind childminder. She works hard to form good relationships with children and their families. The childminder closely follows children's established routines. This helps children to feel safe and secure. Children approach the childminder when they need emotional support. The childminder recognises when children are hungry and tired and meets their individual needs. For example, some children settle for a sleep with comfort items while others listen to 'white noise'.

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The provision is good

Children interact well with each other. They have a positive attitude to their learning. For instance, children are learning to take it in turns. They pull out different materials from a sensory bag. They hide underneath and roll themselves up in a foil blanket. Children smile and laugh as they copy each other. The childminder encourages them to feel the different materials and describes the foil as 'crinkly'.

p.2

The provision is good

The childminder plans learning that is based on children's interests and developmental needs. She collects information on what children already know and can do before they start. The childminder offers plenty of praise and encouragement and celebrates children's achievements. This helps to build children's confidence and self-esteem.

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need to do better?

n The childminder involves even the youngest children in planning activities that she knows they will enjoy. For example, children choose which song to listen to by clapping their hands when their favourite song is mentioned. They smile and join in the actions to their favourite song with the enthusiastic childminder. This helps children to understand that their opinions matter. n Overall, the childminder supports young children's early language skills well. She reads to them and describes what is happening during their play. However, at times, she models incorrect grammar and words when encouraging young children to speak. For example, when they say 'narna' for banana and 'ta' for thank you, she repeats these back to children. Therefore, some children learn to use incorrect forms of speech. n Children have the opportunity to choose their own play. They self-select from a range of resources that suit their age and stage of development. For instance,

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need to do better?

young children explore filling and emptying cups with pom-poms. They use different scoops to pick them up. The childminder introduces children to words, such as 'full' and 'empty'. However, occasionally, planned learning is not always pitched at the right level for the youngest children. For example, the childminder

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need to do better?

24 July 2024 introduces learning colours to young toddlers who are too young to understand this. n The childminder supports children to be confident and independent. For example, at snack time, children learn to cut their own fruit with a safety knife. The childminder sits next to children to ensure their safety. Children persevere in cutting their banana independently. The childminder offers them lots of encouragement and praise as they succeed. Children show pride in their achievements by clapping their hands. n Children develop healthy lifestyles from a young age. They wash their hands after having their nappy changed. This is in preparation for when they need to wash their hands after going to the toilet. Children enjoy healthy and nutritious snacks and meals and drink water throughout the day. They enjoy physical activities, such as dancing and going to local parks and nature reserves. These places provide opportunities for children to be active and develop physical skills

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need to do better?

as they run and play on swings and climbing frames. This helps children to develop good physical health and learn to appreciate the natural environment. n The childminder understands the importance of strong partnerships with parents. Parents praise the childminder and say that she is an 'asset to the family'. Parents are pleased with their children's progress. The childminder regularly shares information about children's daily play and their learning. Parents state that they feel involved and are kept fully informed on children's development. The childminder knows who to contact should she have any concerns about children's development.

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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.

p.3

should:

n consistently use correct grammar when modelling language to help young children hear and use the correct pronunciation of words n ensure that planned activities are always aimed at children's abilities and current learning needs.

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Setting details

Unique reference number EY440779 Local authority Bradford Inspection number 10355465 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 8 Date of previous inspection 29 November 2018

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Information about this early years setting

The childminder registered in 2012 and lives in Shipley. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3.

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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 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 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 inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the childminder's setting with the inspector.

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Inspection activities

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

24 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

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

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