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

p.1

The provision is good

The childminder provides a safe, nurturing and homely environment. Children enter the setting and immediately access resources independently. They establish good relationships and secure attachments with the childminder. Children show that they feel safe and secure at the setting. They regularly approach the childminder to engage in activities and their play. The childminder is very responsive to children's needs. These interactions are stimulating and reciprocated. Children are very happy and the childminder is a positive role model. He uses positive language and good manners consistently, always talking calmly. Children copy this behaviour. They share resources with their friends and learn to take turns. Children's behaviour is good.

p.2

The provision is good

The childminder provides children with a range of stimulating and fun activities. Children take turns to ride bicycles and scooters. They go to the park and learn how to kick a ball and play football. Children develop their large muscles and learn how to balance. They express excitement when using tools as they dig in the garden. The childminder teaches children how to use a spade and turn soil over. Children learn about distance, such as, when they measure to plant flowers. Their laughter fills the room as they play hide and seek with a blanket. Children gain a thirst for learning from a young age.

p.2

need to do better?

n The setting is extremely diverse. Children of different ages, cultures, family structures, ethnicity and religions attend. As children speak several languages within the setting, the childminder learns key words in all children's languages. This supports children to communicate their needs when they start at the setting. The childminder teaches children about their similarities and differences, and to celebrate their uniqueness. n The childminder is skilled in engaging children in conversations and critical thinking. He provides clear examples of what a sentence looks. The childminder uses effective questioning to teach children to describe, share their thoughts and give explanations during their play. Children respond by extending their language and using longer sentences. Children's communication and language is a priority in this setting. n Children's growing independence is promoted well. Children learn to manage

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need to do better?

their own self-care needs from a young age. They brush their teeth throughout the day. Children independently wash their hands before they eat. The childminder encourages children to put their own shoes and coats on. When they struggle, he provides guidance and teaches children new skills. Children persevere until they achieve the task. These opportunities help children to feel proud of the activities they can complete by themselves.

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need to do better?

1 November 2024 n Children develop an understanding of mathematics. They build bridges of different sizes with construction blocks. The childminder teaches children about height and width as they do so. Children make a flower using different coloured paper, demonstrating their knowledge of colour. The childminder counts as children stick petals on their picture to help children to learn about early numbers. Children fill up containers with sand and learn about size and volume. The childminder makes sure that children embed their knowledge before progressing on to the next step. n Children develop an understanding of the world. They have opportunities to use technology for research purposes. Children learn about the internet and use it to explore pictures of different autumn flowers. The childminder teaches children how to keep safe online. Children are deeply engaged and curious. n Parents report that communication sharing is good. The childminder updates

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need to do better?

parents on their children's progress at drop-off and collection times. The childminder support parents to extend their child's learning at home through chosen activities based on individual children's learning. This helps parents to be fully involved in their child's learning. n The childminder completes all mandatory training. He has good knowledge on how to support children, including those with special educational needs and/or disabilities. All children make good progress from their starting points in development. However, the childminder does not always undertake training that is relevant to early years. This results in less opportunities to develop his knowledge of the early years curriculum and understanding of child development to enhance his teaching even further.

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 focus professional development on enhancing knowledge of how children learn in the early years to enhance the teaching of the curriculum even further.

p.3

Setting details

Unique reference number EY539774 Local authority Bradford Inspection number 10367452 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 0 Date of previous inspection 8 February 2019

p.4

Information about this early years setting

The childminder registered in 2016 and lives in the Laisterdyke area of Bradford. He works with his wife, who is a registered childminder. During term time, the childminder operates Monday to Friday, from 4pm to 10pm. During the school holidays, he operates from 8am to 10pm. The childminder offers weekend care from 8am to 10pm. He holds qualified teacher status in primary education and provides government-funded childcare.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how he ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises his early years provision, including the aims and rationale for the curriculum. n The childminder and the inspector discussed how the curriculum is implemented and the impact on children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the childminder and the setting with the inspector. n Children communicated with the inspector during the inspection.

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Inspection activities

1 November 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.

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Inspection activities

1 November 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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