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

p.1

The provision is good

Children thoroughly enjoy their time at this welcoming and inclusive childminding setting. They develop strong bonds with the childminder who prioritises their well- being. The childminder has high expectations of the children she cares for. She has developed learning programmes that support children to learn a range of specific skills. These skills aim to support them to move onto their next stage of learning with confidence. Children are supported to be independent learners. They are encouraged to make independent choices throughout their day. For example, children decide to set up chairs in the garden. They confidently find the equipment they need and invite their friends to play.

p.2

The provision is good

The childminder is passionate about inclusion. She works hard to ensure children receive the right support at the right time. This includes referring to and working with a range of professionals to meet the needs of children with special educational needs and/or disabilities (SEND). This work ensures that all children, including those with SEND make consistently good progress at the setting. Children consistently behave well and demonstrate positive attitudes to learning and play. The childminder sets clear boundaries and children fully understand what is expected of them. They are respectful to one another and visitors.

p.2

need to do better?

n The childminder plans activities to support children's mathematical understanding. For example, children stack cups according to size and discuss which is the 'biggest' and 'smallest'. They carefully count the steps with the childminder as they climb down them one by one. Children explore shapes as they play with jigsaws and puzzles. The childminder supports children to use positional language, such as 'inside', 'on top' and 'underneath'. They enjoy sorting wooden toys into groups according to their colour. n The childminder supports children to learn about other cultures. For example, children learn about the festival of Eid. They develop an understanding by dropping off cards and presents to local Muslim families. They enjoy community celebrations at the local park where they try caribbean foods and watch dances from other cultures. The childminder supports children to understand and celebrate their personal differences and similarities through carefully considered

p.2

need to do better?

discussions. n The childminder organises a number of trips and excursions. For example, children visit the local park and have enjoyed day trips to Hesketh farm. Children experience catching the train and riding on the bus. This helps children to learn about the wider world in which they live. n The childminder has built networks with other childminders in her local community. These networks help her to keep up to date with changes and share

p.2

need to do better?

7 April 2025 best practice. She has completed a range of statutory training. However, as yet, she has not fully implemented her plans for professional development, to raise the quality of her practice even further. n The childminder promotes positive messages around health and exercise. Children have plenty of access to fresh air. They enjoy playing on a range of equipment in the childminder's well organised garden. For example, children enjoy aerobic exercise. They ride on trikes and balance bikes, they push prams and run around. This helps children to develop their large muscles, core strength and spatial awareness. The childminder prepares a range of tasty fruits for snack and provides a healthy menu of home-cooked meals. n The childminder establishes strong links with the local school, overall. She shares some ongoing information with teaching professionals about the children they currently share. This supports children's ongoing continuity of care. However,

p.2

need to do better?

she has not yet considered how she can share even more quality information, such as before the children start school, to support continuity in their learning even further. n Parents are highly complementary of the setting. They are very happy with their children's development and report that since attending the setting their children's language development has rapidly progressed. They appreciate the childminder's warm and supportive nature, and how much information is shared about what the children are learning about at the setting.

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 fully implement plans for professional development to to help raise the quality of children's learning and development even further n strengthen procedures for sharing relevant information with receiving schools to support children to transition smoothly.

p.3

Setting details

Unique reference number EY544772 Local authority Bradford Inspection number 10392908 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 3 Number of children on roll 13 Date of previous inspection 15 October 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Allerton, Bradford. She operates all year round from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers the government funded places for childcare, including specific funding for disadvantaged children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The inspector spoke to parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

7 April 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.

p.4

Inspection activities

7 April 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6