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

The childminder puts children's emotional well-being and happiness at the heart of everything she does. Her warm and nurturing approach helps new children to settle in very quickly and follow the established routines confidently. All children feel very safe and secure. Children demonstrate how content they are as they sing songs to themselves and frequently invite the childminder to play with them. The childminder plans a varied curriculum. She notices children's interests and plans activities that develop their learning. She exudes an infectious zest for life. Children respond to this by being motivated to learn. The childminder has high expectations of all children, including those with special educational needs and/or disabilities. She quickly identifies gaps in children's learning or development and works swiftly with parents to address them. Children gain the skills and knowledge they need for

p.2

The provision is good

The childminder places a strong focus on developing children's independence. This means that children show great capability in everyday tasks. For example, children quickly learn toileting skills and wash their hands by themselves. They put on their own slippers and help to gather resources for snack. Children communicate very well. Young children frequently attempt to say new words, and older children hold long conversations. The childminder continually talks to children and emphasises key words, such as 'magnet'. She repeats new words and uses them in sentences so that children start to understand their meaning. Children are confident and articulate talkers.

p.2

need to do better?

n Children frequently take part in role play and begin to make up stories. Toddlers pretend to make tea and take baby dolls for walks in the buggy. Older children act out going to the supermarket or pretend to be a tiger, using expression and a gruff voice. The childminder quickly responds to children's pretend play and helps them to continue their ideas and thoughts, developing the narrative. n Children snuggle in and pay attention as the childminder reads stories. She involves children in reading by asking them questions and encouraging them to consider what will happen next. Children have opportunities to visit local libraries and borrow books. This helps them to show an interest in books and begin to have favourite stories. Older children begin to recognise their name. n Children gain an understanding about the world around them, such as when they visit museums, shops and local parks. However, the childminder does not

p.2

need to do better?

plan rich and meaningful experiences for children to explore diversity. This limits children's learning and knowledge about cultures that may be different to their own. n The childminder extends children's mathematical skills effectively. Toddlers begin

p.2

need to do better?

11 September 2024 to identify colours and start to match objects that are the same. Older children count accurately and point to each object as they say the number. The childminder plays lots of games with the children to encourage counting. This helps children to embed the number order, and they begin to recognise some numerals. n Although the childminder expects high standards of behaviour, she does not consistently apply these expectations with older children. This means that older children do not always look after resources or share equipment. n Children begin to learn how to stay healthy, such as when they clean their teeth and choose fruit for their snack. They take part in movement sessions with the childminder and develop their physical skills as they balance on bicycles and tricycles. The childminder provides nutritious and well-balanced meals. She takes children to a local shop to touch, feel and smell unfamiliar vegetables. This helps

p.2

need to do better?

children to feel positive about trying new foods. n The childminder communicates well with parents, who are pleased with how happy and settled their children are. The childminder often gives parents information about local community hubs and services that support their children's learning and development. She keeps parents well informed about their child's progress and sends them daily updates about their learning. n The childminder works well with external agencies, such as health visitors, social workers and local schools, to ensure that children are supported effectively. She builds strong relationships with professionals and families so that children can thrive.

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 develop the curriculum further to support children to have rich and meaningful experiences of diversity and learn about the cultures of others n apply the high expectations for children's behaviour more consistently with older children so that they understand how to share equipment and look after resources more effectively.

p.3

Setting details

Unique reference number EY374284 Local authority Bradford Inspection number 10357579 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 3 Date of previous inspection 5 December 2018

p.4

Information about this early years setting

The childminder registered in 2008. She lives in the Clayton area of Bradford, West Yorkshire. The childminder operates all year round, from 9am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder and inspector held a meeting. They discussed how the childminder keeps children safe and what she would do if she had concerns about a child. n The childminder led a tour of the premises. The inspector observed the indoor and outdoor spaces used for childcare. n The inspector viewed the written feedback from parents and took account of their views. n The inspector observed children playing and the quality of interactions between the childminder and children, and assessed the impact on children's learning. n Children invited the inspector to play with them and showed them their favourite toys.

p.4

Inspection activities

11 September 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.

p.4

Inspection activities

11 September 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6