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 Not applicable

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The provision is good

Children settle quickly at this warm and supportive setting. They build strong bonds with the childminder and look forward to spending time with her. Children demonstrate consistently positive attitudes as they play. For example, they display high levels of concentration as they roll out play dough. Children show they are developing good physical skills as they flatten the dough and cut it into small pieces. They delight at the different sensory smells, such as cinnamon, within it. Older children relish the opportunity to hammer nails into pumpkins. Children proudly show off their achievements to visitors.

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The provision is good

The childminder plans a sequenced curriculum and evaluates activities and the progress children make. This helps the childminder to plan a curriculum tailored to children's individual needs. The childminder regularly observes children and closely monitors their progress. She identifies and addresses any gaps in children's learning swiftly. This means that all children are well prepared for their next stage of learning, including the transition on to school.

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The provision is good

The childminder is a positive role model. She has high expectations and a focus on developing children's good behaviour from a young age. Children's behaviour is excellent. For example, even the youngest children join in with the tidy-up song and show their awareness of the routine.

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need to do better?

n The childminder supports children to engage in role play. Children immerse themselves in re-enacting their own life experiences. For instance, they pretend to make cups of tea and serve them to their friends. The childminder introduces new words, such as 'plaque', when helping children to understand how they can keep their teeth clean. This helps children to build on their vocabulary and develop their communication and language skills. n The childminder encourages children's mathematical development throughout the day. For example, she shows children the numerical value of their age on her fingers and supports them to copy her. This enhances children's mathematical understanding. n The childminder helps children to learn how to care for animals. They learn to be gentle with the childminder's dog. This supports children to develop confidence around animals and to learn respect. n Children stay on task for long periods and persist when activities are challenging

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need to do better?

for them. For example, they persist at tasks such as threading beads. The childminder introduces the concepts of counting and colour matching. This helps children to learn new skills. n Children learn about the world around them. The childminder takes them on

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need to do better?

2 October 2024 daily trips to local places of interest, such as local shops, the airport and a farm. Children recall with delight the noise that the donkey made when they visited. This enables children to explore their local environment and promotes their interests. n The childminder carefully considers children's handwashing routines. She has installed working taps in the children's play area. This enables children to wash their hands without having to leave the room. Children enjoy washing their hands and know they must wash them before eating. This promotes children's personal hygiene well. n Children enjoy using tongs to pick up pasta in an autumnal activity tray and use scoops during water play. They develop their hand-eye coordination, such as through threading activities, which they thoroughly enjoy. This helps children to increase the strength in their fingers and develop the skills they will need for

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need to do better?

later writing. n The childminder plans a variety of activities for children. Activities engage older children well. The childminder has recently begun to build a curriculum for babies and is passionate about offering the best support for them to make progress. Although the childminder has a good knowledge of child development, she has not focused her professional development to deepen her knowledge and skills of how to support babies' learning even further. n There are strong relationships with parents. Parents say they are delighted with the childminder. They say how well their children are developing and cannot think of any 'hands safer' than hers. Parents believe that their children make good progress because of the experiences they receive with the childminder.

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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 focus professional development to further develop knowledge of how babies learn, to enhance teaching to the highest level.

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Setting details

Unique reference number 2756785 Local authority Bradford Inspection number 10349430 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 12 Number of children on roll 20 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Bradford. She operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant and they both hold appropriate qualifications at level 6. The childminder provides government-funded childcare.

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Inspection activities

n The childminder showed the inspector around 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 the curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector talked to the childminder and her assistant at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder and the inspector carried out a joint observation during lunchtime. n Parents shared their views of the setting with the inspector. 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

2 October 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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