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 Met

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The provision is good

Children enjoy their time in the care of the friendly and affectionate childminder. She quickly builds strong bonds with children. For example, babies snuggle comfortably into the childminder's arms. This shows that children feel safe and secure and develop positive well-being. The childminder works closely with her co- childminder to ensure the home is welcoming and safe. For instance, the front door is kept secure, and the rear garden is fully enclosed.

p.2

The provision is good

The childminder builds a curriculum that follows children's interests. For example, she is working on hand-to-eye coordination with babies. She knows that they have shown an interest in creating different sounds. The childminder models how to bang wooden blocks together and shake maracas. This helps to combine the skills that she wants children to develop while allowing them to fully engage in an activity she knows they will enjoy. Children, therefore, become confident and independent learners.

p.2

The provision is good

Children's behaviour is good. The childminder is an excellent role model. She talks to children in a calm manner. Children, in turn, are very respectful towards the childminder and their friends. They readily tidy away what they have been playing with, take turns and share resources. This helps to promote a positive environment for all children.

p.2

need to do better?

n Children take part in a mix of self-chosen and adult-led activities. The childminder skilfully adapts activities to suit all ages. Children of all ages look forward to spending time together. For example, they enjoy playing in the sand and water trays. Younger children learn about simple mathematical words and ideas, such as 'big' and 'little' and 'filling' and 'emptying'. Older children learn the names of different wild animals as they place models of them in the water. n The childminder supports children's communication and language development well, overall. She uses a range of strategies to build their vocabulary. For example, she plays with babies on the floor, makes good eye contact and comments on what children are doing as they play. Babies respond by babbling back. However, babies, on occasion, have dummies during these planned communication activities. This limits the opportunities for babies to babble and

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need to do better?

further develop their speech. n Mealtimes are seen as sociable occasions where children and the childminder can discuss the morning's activities and the plans for the afternoon. Children are supervised while they eat and use cutlery to feed themselves. They use their manners, saying 'please' and 'thank you' at appropriate times during their meal. This helps children to develop good habits from an early age.

p.2

need to do better?

19 August 2024 n The childminder provides lots of opportunities for children to enjoy songs and rhymes. Children take it in turns to choose what they would like to sing next. However, at times, one song is playing on a smart speaker while the childminder and children are singing another song. This means that children are not able to fully concentrate and engage in planned activities. n Children love to be active outside. They kick and throw balls, construct with large reels and use the ride-on toys. Children want to run and jump from equipment. However, the childminder regularly discourages this by telling children not to run and to 'be careful'. Although the childminder is carefully considering children's safety, this does not allow children to develop their spatial awareness or manage and take risks that are appropriate to their age. n The childminder works closely with parents. She gathers key information about

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need to do better?

children before they start. She seeks starting points for each child from their parents and uses these as the basis for her own assessment of their development. This, in turn, helps her to plan children's learning that is based on their interests and learning needs. n The childminder has built up a positive relationship with settings that children may attend, such as the local school. She shares information and offers visits to teachers so children and staff can get to know each other. This helps children to know what to expect when they start school.

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 review the times when babies need dummies and the impact on their developing speech n consider the impact of background noise, such as music, on children's listening and attention skills n provide more opportunities for children to take part in energetic physical activities, to allow them to develop spatial awareness, and learn about appropriately measured risks.

p.3

Setting details

Unique reference number EY454584 Local authority Bradford Inspection number 10357587 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 8 Date of previous inspection 7 December 2018

p.4

Information about this early years setting

The childminder registered in 2014. She is registered to childmind from the premises of another registered childminder, situated in the Wrose area of Bradford. The childminder holds an appropriate early years qualification at level 2. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder 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 spoke to the inspector about children's learning and development, with a particular focus on communication and language. 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 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. n Parents shared their views on the childminder's setting with the inspector.

p.5

Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

p.5

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

19 August 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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