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 Outstanding

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The provision is outstanding

Children thrive in the care of this highly skilled childminder who supports their emotional well-being extremely well. This means that children feel very confident to make their own choices and test themselves. Children are incredibly happy and content. The childminder plans a rich and challenging curriculum. She is meticulous in deciding the specific skills she wants children to develop and creates alluring activities that capture children's interests. The childminder has very high expectations of all children, including those with special educational needs and/or disabilities. She supports children to extend their thinking and ideas, providing them with immediate feedback. The childminder highlights areas of success or explains more effective methods. This helps children to review their learning, improve it and be ambitious.

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The provision is outstanding

Children have immensely positive attitudes towards their learning. The childminder maximises opportunities to develop children's independence. This means children show excellent self-care skills. For example, children clean up after making a mess on the table. They gather water to look after plants and put on dressing-up clothes by themselves. As they carry out these independent tasks, children consistently demonstrate they are learning important life skills such as resilience and perseverance. Children gain the skills and knowledge they need for the next stage in their learning.

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need to do better?

n The childminder is exceedingly successful in supporting children with their language development. She does this by placing a sharp focus on building children's vocabularies. Children attempt to say new words as they talk. The childminder repeats new words often and explains what they mean. Children learn conversational skills because the childminder engages them in long, thoughtful and back-and-forth discussions. n Children love to share books with the childminder. She involves them in reading by asking them questions and encouraging them to recall what will happen next. Children listen intently and laugh out loud as they pretend to be the animals from a familiar story. They make excellent progress with their literacy skills and older children begin to identify familiar letters and sounds. For example, children identify objects that have the same initial letter as their name. They develop an enthusiasm for reading and have favourite stories.

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need to do better?

n Children advance their mathematical skills, such as when they fill and empty containers. They explore large vessels and learn about weight. The childminder uses her precise questioning skills to ascertain children's knowledge about size. She supports them to understand what 'biggest' means by modelling the concept using different-sized balls. Children count frequently and begin to recognise

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need to do better?

29 July 2024 numerals as they play. The childminder rapidly identifies any misconceptions and corrects them. n Children explore their interests at length and find out about the world around them. For instance, they learn about growth, closely observing the development of pea pods. The childminder challenges stereotypical behaviours. For example, when children say they are scared of insects, she enables them to research factual information about insects. This further enables children to become confident around insects and they begin to care for them. The childminder takes children to visit local art galleries and museums and find out about cultures and faiths that are different to their own. n Children's behaviour is exceptional. Children respond immediately to requests by the childminder to carry out a task. They know and understand the rules that the childminder has put in place and follow embedded routines without being

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need to do better?

prompted. Children focus on their learning so much that they cannot be easily distracted. For example, they choose to carry on painting and finish their creations before going to eat their snack. n The childminder communicates highly effectively with parents. She disseminates information about how they can help their children learn at home and writes detailed reports on children's progress. The childminder encourages parents to consider children's dental hygiene and gives them information about keeping children safe online. Parents are delighted with the progress their children make. n The childminder is absolutely committed to continual improvement. She frequently attends courses, listens to child development webinars and seeks out information from trusted sources. The childminder is currently studying to gain a level 4 qualification. She applies information from her studies to develop her questioning techniques. This enables children to blossom and flourish into

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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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Setting details

Unique reference number EY469059 Local authority Bradford Inspection number 10354972 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 7 Date of previous inspection 13 November 2018

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Information about this early years setting

The childminder registered in 2013 and lives in the Baildon area of Bradford, West Yorkshire. She operates all year round. During term time, the childminder's opening hours are from 7.30am to 5.30pm, Monday to Friday. During school holidays, she opens from 7.30am to 4pm, Monday to Friday. The childminder closes on bank holidays and for family holidays. She holds an appropriate childcare qualification at level 3. The childminder provides funded early education 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 inspector held a meeting. The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children spoke to the inspector during the inspection and told them what they enjoy playing and learning. n The childminder led a tour of the premises. The inspector observed the physical measures in place to keep children safe. n The inspector observed the quality of education during activities and assessed the impact on children's learning. n The inspector viewed the written feedback from parents and took account of their views.

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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

29 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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