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 Outstanding

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The provision is good

The childminder is very loving towards children, who are happy, very settled and at ease. Children have close bonds with the childminder. They enjoy regular cuddles, which helps them to feel safe and secure. The childminder plans a rich and challenging curriculum for older children, which helps them to develop a wealth of knowledge and skills for their future learning. Educational programmes for younger children are mostly effective. They enjoy helping with tasks designed to develop their independence during calm, nurturing and consistent daily routines. For example, as the childminder assembles the travel cot, children retrieve their pyjamas and individual bedding, eager to have their afternoon nap.

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The provision is good

The childminder places a strong emphasis on outdoor learning. This is inspired by training around outdoor approaches that focus around woodland or the natural environment, and her own love of the outdoors. This arises from her own childhood, growing up on a farm. Children go out every morning. They enjoy fresh air and all-round learning opportunities in the woods. Children learn about nature, such as they make a bug hotel and feed the birds. They count leaves, build dens and balance on tree trunks, developing their mathematics, physical and imagination skills. The childminder instils important social skills in children through her excellent role modelling. Children respond well to simple expectations. They have further opportunities to mix with other children when visiting toddler groups, for example.

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need to do better?

n The childminder gathers important information from parents to settle children in. This includes using a questionnaire that helps the childminder to establish children's stage of development on entry. This helps her to tailor settling-in sessions, according to children's individual needs. n The childminder discusses children's progress with parents and how they can jointly support children's next steps in learning. She shares videos and photos that capture children's learning first hand and invites parents to morning stay- and-play sessions. n Although there is a generally good range of accessible toys in the playroom, the environment does not fully align with young children's interests, such as filling and emptying, and their developmental stage. Similarly, the learning intentions of adult-planned activities, such as a science-based water activity, and certain tasks such as cutting up a banana, are too advanced for younger children.

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need to do better?

n When the childminder adds more relevant resources, children show a much increased level of focus, engagement and interest. For example, they repeatedly transfer water into beakers and different-sized metal bowls using a jug. They delight in rolling objects back and forwards and throwing them into the bowls, developing their hand-eye coordination.

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need to do better?

21 January 2025 n Children show great determination as they learn to peel satsumas, pour their own drinks and scoop their healthy rice and chicken onto their plate. The childminder praises children, which helps to foster their self-esteem, confidence and positive approach to learning new things. n The childminder constantly communicates with children, helping to build on their developing speech. However, although she plans story-time sessions and sends stories home, children do not have ready access to enjoy books. n Children eagerly tidy up in readiness for lunch. The childminder offers to help them carry the bowl of water, explaining how this is really 'heavy'. Children practise their large motor skills as they walk very carefully and slowly, so as not to spill any water. n Children learn about practices that contribute to a healthy lifestyle. For example, during toilet training routines, the childminder provides a narrative as she says,

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need to do better?

'Let's wash our hands now', 'Roll your sleeves up' and, 'Rub, rub, rub'. Children are familiar with handwashing routines before mealtimes. n Older children learn about certain aspects of diversity in exemplary ways. For example, while learning about festivals, children engage in craft activities and outings, such as to a mosque, an Indian restaurant and a Chinatown-themed event. However, there are fewer opportunities for children to observe and learn about their own uniqueness and wider aspects of diversity. n Overall, the childminder's qualification and expansive continued professional development has a positive impact on many aspects of her practice. She cascades training to her assistants to develop their teaching and is currently working towards a qualification at level six.

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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 strengthen the planning of activities, daily routines and the learning environment, to support younger children's focus, stage of learning and interests further n increase opportunities for children to access books, to strengthen the curriculum for children's communication and language n broaden children's opportunities to learn about their own uniqueness and the similarities and differences between themselves and others.

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Setting details

Unique reference number EY446316 Local authority Bradford Inspection number 10367704 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 16 Date of previous inspection 20 February 2019

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Information about this early years setting

The childminder registered in 2012. She lives in Bradford and works with an assistant. The childminder operates all year round, from 6.30am to 7pm, Monday to Saturday, except for bank holidays and family holidays. She holds an early years qualification at level 3 and offers government funded childcare.

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Inspection activities

n The inspector observed the suitability and safety of the childminder's premises. n The inspector held discussions with the childminder to understand how she organises the early years provision and implements the curriculum. n The inspector observed the quality of education during indoor activities and assessed the impact on children's learning. n The childminder and the inspector carried out a joint evaluation of an activity. n The inspector viewed written feedback from parents. n The childminder shared documents, such as those related to her continued professional development and children's learning.

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Inspection activities

21 January 2025 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

21 January 2025 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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