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

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The provision is good

Children are happy and settled in the care of this attentive and sensitive childminder. Young babies and toddlers frequently receive emotional warmth and support from the childminder. This helps them to feel safe and secure. The childminder has high expectations and, as a result, children behave well. When children forget to pick up toys at the end of an activity, she quickly reminds them of the rules. She sensitively insists that resources are put away. This really helps children to look after equipment and begin to take pride in caring for their working environment. The childminder praises children for passing equipment to each other. This supports them to share resources without being asked.

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The provision is good

The childminder ensures children gain the skills they need to move on to the next stage in their learning. Children spend long periods of time playing with toys that interest them and show a lot of resilience. They frequently try again as they learn and do not give up. For example, young babies repeatedly attempt to push shapes through the holes of a shape sorter. They persevere until they find the correct orientation for the shape to push it through. They show delight in their achievements, flapping their arms and vocalising.

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need to do better?

n The childminder skilfully develops children's communication and language skills. Children demonstrate they have a high level of ability in this area of learning. For example, young babies listen to the pitch of the sounds the childminder makes as she says single words. They vocalise back to the childminder using the same tones, attempting to repeat words. The childminder repeats words again and again for children to copy. This really helps to develop their speech. Toddlers use many single words in a questioning way. The childminder responds by repeating phrases that children use and then answering questions or extending the sentence. This greatly advances children's learning. n The childminder plans a varied curriculum. Children have opportunities to draw on their knowledge and previous experiences as the childminder frequently takes them into the local community. This supports children to discuss topics that

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need to do better?

interest them and helps them to link concepts and ideas. Although children have opportunities to visit the local library, they do not demonstrate that they have favourite books. They do not recall language from familiar stories. The childminder does not frequently share stories with children and the children do not access books independently. This limits children's learning in this aspect of the curriculum. n The childminder frequently capitalises on opportunities to develop children's mathematical thinking. She provides activities to encourage children to count and think about shape. She frequently supports children to count, modelling

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need to do better?

26 March 2025 pointing to each object and encouraging children to say the next number. Children attempt to match objects according to size and shape. For example, they put carrots into the correct-sized hole. When they get mixed up, the childminder immediately provides support. She encourages them to notice why the carrot does not fit, developing mathematical language, such as big and small. n Children begin to manage their own self-care needs independently. Babies begin to grasp drinking cups. Toddlers successfully wipe their face after snack. The childminder teaches children to begin to identify their body parts through singing rhymes. These fun games increase children's sense of well-being and help them find out about themselves and what makes them unique. n Children listen well to instructions and follow routines. They politely use manners. The childminder explains why rules are important, so that children do

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need to do better?

not hurt themselves. This helps children to do the right thing. The relationships between children and the childminder are respectful. n The childminder reflects on her practice and attends training to gain more knowledge of certain areas, such as safeguarding. However, she does not yet have a secure knowledge of how to support children with special educational needs and/or disabilities (SEND). This means that the childminder does not maximise learning for children with SEND.

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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 review the curriculum in order to further promote children's love of books and familiar stories n access professional training to enhance knowledge of how to identify and support children with special educational needs and/or disabilities (SEND).

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Setting details

Unique reference number EY542923 Local authority Bradford Inspection number 10372300 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 6 Number of children on roll 9 Date of previous inspection 10 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in the area of Thackley in Bradford, West Yorkshire. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education. She holds a relevant level 3 qualification.

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Inspection activities

n The childminder and inspector held a meeting. n Children spoke to the inspector and the inspector took account of their views. n The inspector spoke to the childminder about the curriculum and the ways in which she follows and develops children's interests. n The inspector reviewed safeguarding and safety procedures. n The inspector and childminder conducted a tour of the premises and reviewed the physical measures in place to keep children safe. n The childminder and inspector jointly observed children in play and discussed the learning that had taken place. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language.

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Inspection activities

26 March 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

26 March 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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