Lumb, Jillian

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 have warm and secure attachments with the childminder and her assistants. They show happiness as they smile and laugh during their play. Children develop good social skills. The childminder encourages children to be kind and caring towards each other. She follows a clear and consistent approach, so children know what is expected of them. Children respond to this positively, and their behaviour is good.

p.2

The provision is good

Children engage in opportunities to nurture their physical development. They skilfully use tools, such as scissors to explore and cut dough. Children enjoy visits to local wooded areas and go on regular walks in the community. They enjoy activities outdoors and benefit from time in the fresh air. The childminder provides exciting activities for children to explore and enjoy. For example, young children use their senses to explore the feeling of 'silly soap', and they enjoy searching for objects in sand. The childminder supports children to learn about healthy lifestyles. Children learn to make nutritious choices of food and drink.

p.2

The provision is good

Children easily access and play happily with toys that capture their interest, such as cars and jigsaws. The childminder and her assistants deploy themselves well to engage children in meaningful interactions. Children gain good literacy skills. They enjoy making marks and take pleasure in singing their favourite songs. The childminder plans an interesting curriculum full of activities she knows children will enjoy.

p.2

need to do better?

n The childminder demonstrates strong skills in helping children to develop their communication. She uses a range of strategies to support children's understanding. For example, the childminder uses clear speech and good questioning skills. She uses sign language with children to help them to communicate. Children engage in signing the colours of the rainbow while singing songs. n The childminder collects information from parents and carers about what children already know on entry. This helps her to understand children's capabilities from the start. The childminder monitors the progress children make through her observations and assessments. She knows how to access support from other professionals to close any gaps in children's learning. n The childminder works with assistants. They all know their key children well and identify their next steps in learning accurately. However, at times, the childminder does not link activities sharply enough to what children need to

p.2

need to do better?

learn next to help them to make even better progress towards their individual goals.

p.2

need to do better?

25 April 2025 n Parents are very happy with the level of care the childminder provides. They feel that the childminder supports them well to help their children learn and develop. The childminder regularly shares information about children and the activities that they have taken part in. Parents describe the setting as very welcoming. They feel that the childminder and her assistants are friendly and approachable, and that the communication is excellent. n Children's mathematical knowledge is developing well. They use mathematical language during everyday activities. For instance, children count blocks as they build towers. The childminder encourages children to identify different shapes and learn to problem-solve while completing puzzles. n The childminder makes sure that she and her assistants keep up to date with essential training, such as first aid and safeguarding. Their qualifications and continued professional development have a positive impact on their practice

p.2

need to do better?

overall. However, the childminder does not focus her monitoring of practice completely effectively. For instance, she does not consistently identify what further training or coaching is needed to improve outcomes for children even further. n The childminder includes special events and festivals in her planned activities to help children to gain an understanding of the world around them. For example, children learn about Lunar New Year and St. George's Day. Children learn about the natural world. For example, they observe caterpillars closely as they eventually turn into butterflies. n Children demonstrate a positive attitude to learning and take pride in their achievements. They play well together and show kindness and consideration for each other. The childminder offers children lots of encouragement and praise.

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 planned activities more sharply on children's next steps in learning so they make even better progress in their learning n extend arrangements for monitoring staff's practice to identify and focus training and coaching to enhance outcomes for children even further.

p.3

Setting details

Unique reference number EY275879 Local authority Bradford Inspection number 10388402 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 18 Number of children on roll 22 Date of previous inspection 10 July 2019

p.4

Information about this early years setting

The childminder registered in 2004 and lives in Bradford, West Yorkshire. She operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with four assistants, two of whom work on a full-time basis and two on a part-time basis. The childminder holds an early years qualification at level 3. She provides government funded childcare.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on the children's learning. n The children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed an activity and evaluated this with the childminder. n The inspector took account of the views of parents through verbal and written feedback provided.

p.4

Inspection activities

25 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.

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Inspection activities

25 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.

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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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