Childminder EY547263

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

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The provision is inadequate

Children's safety is compromised because the childminder fails to understand the requirement for necessary safeguarding practice in order to ensure that children are safe within the setting. Although the childminder has completed her safeguarding training, she does not identify the risks to children's safety. This impacts on children's personal development. In addition to this, the childminder does not present a stimulating curriculum that engages children in their learning. As a result, children quickly becoming disengaged, which leads to poor behaviour. As this is not managed adequately, this subsequently, leads to further safety risks.

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The provision is inadequate

Some children show positive attitudes towards their learning and participate in games with the childminder, demonstrating turn taking and sharing. However, the childminder does not consistently support these behaviours by providing highly stimulating activities, which results in some children not engaging with learning opportunities. Despite these weaknesses, children are happy to attend the setting and have access to an inviting learning environment. They freely access various resources, such as mark making, jigsaws and building blocks. Children also have access to a doll's house and accompanying characters to create and develop a game with each other.

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need to do better?

n The childminder does not consider the knowledge gained from her safeguarding training and implement this appropriately into her setting. For example, she does not fully consider the information she has been given during her training to assess the risks to children's safety in a home environment effectively. As a consequence, children are not always supervised appropriately to ensure their safety. For example, they are not supervised effectively at the top of the stairs, where they are asked to wait while other children are taken to be put down for a sleep. This results in children's safety being compromised. n Children develop their personal hygiene. For example, the childminder encourages regular handwashing and children to wait respectfully while waiting to use the toileting facilities before lunch. However, she does not manage this transition point effectively. Consequently, children display unwanted behaviour,

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need to do better?

such as by running around and jumping off furniture, despite being spoken to by the childminder and reminded of the rules in the setting. This impacts on their personal development. n The childminder does not take account of children's individual ages and stages of development. For example, the childminder is unable to fully explain children's next steps in development on their assessment checks and the reasons why she plans activities. As a result, some children's progress is not specifically targeted and supported effectively. This impacts on the progress they make.

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need to do better?

4 February 2025 n The childminder promotes children's understanding of colours and numbers by encouraging them to order small objects, including plastic teddy bears, into colours and then count them. Children develop some fine motor skills and early literacy skills, as they pick up the bears with a set of large tweezers. However, these activities do not always appropriately consider children's current stages of development and individual next steps in learning. As a result, children do not make good progress. n The childminder has good relationships with children and shares positive interactions with them. For example, she engages in conversation with them about their preferences and what roles they are playing, while they dress up in their chosen costumes. However, the childminder does not build on or enhance these opportunities appropriately to extend children's engagement. As a result, some children become disengaged and distracted from their learning.

p.2

need to do better?

n Although the childminder generally knows her children well, she does not understand how to use this information to develop her curriculum and planning. For example, the childminder does not present activities that link to children's interests. As a result, activities that are offered to children are not stimulating and engaging. This impacts on their behaviours and attitudes to learning.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

ensure that risk assessments of provision support safe practices for children 30/04/2025

p.3

Due date

create a curriculum that engages children in their learning and supports their individual development targets and appropriate next steps 30/05/2025

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Due date

develop effective strategies that consistently support children's understanding of acceptable boundaries and rules in the setting. 30/05/2025

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Setting details

Unique reference number EY547263 Local authority Bradford Inspection number 10380450 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 19 Date of previous inspection 10 June 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Bradford. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and she works with an assistant. She 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 their early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector read feedback provided by several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

4 February 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

4 February 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

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