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 well cared for in this warm and safe setting. Children are incredibly well settled. They access an environment that the childminder plans with their interests in mind. The childminder enthusiastically engages in conversation with children about their play. She develops a warm and respectful relationship with all children in her care. The childminder acts as a good role model, modelling manners effectively. The childminder knows children very well. She communicates with them about their home lives and family members. The childminder uses this knowledge to support children in their learning. For example, when children become interested in a laptop, she brings over a child's laptop, acknowledging that children observe their parents working on laptops at home.

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The provision is good

Children make progress in all areas. The childminder places an emphasis in the curriculum on supporting children's social skills and speech and language skills. She models the correct pronunciation and grammar when children communicate with her, repeating to them. Furthermore, the childminder introduces new vocabulary to children. For example, when listening to environmental sounds outside, she questions children about what they can hear, naming 'geese' and a 'helicopter'. Children with special educational needs and/or disabilities make progress due to the childminder liaising with other settings and outside agencies. This means that children's next steps in learning and development are shared effectively.

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need to do better?

n The childminder extends children's learning through her observations and assessments of their play. For example, when children are engaged in sand play and making sandcastles, she provides smaller containers and spoons. The childminder recognises that children's learning can be extended by counting the number of spoons of sand that children gather. Additionally, the childminder introduces mathematical vocabulary into children's play, commenting on how 'full' the resources are and if children are using 'big 'and 'small' containers. This extends children's understanding of mathematical concepts. n The childminder has good procedures in place to gather information about children when they start in her setting. This means that children make progress from the start as she uses this information, and after consulting with parents and carers, plans next steps in learning for children. n Children's concentration in their play is exceptionally well developed due to the

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need to do better?

childminder supporting their interests. She follows children's lead, providing additional resources to support them in their play. As a result of this, children spend a sustained amount of time on activities of their choosing. The childminder encourages children to persevere when they find something hard. This helps children to develop good attitudes to their learning.

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need to do better?

29 April 2025 n The childminder consistently promotes positive behaviour. She encourages children to follow her boundaries in the setting. Children learn to go down the steps into the garden, rather than climb down the wall, and to sit down when eating. The childminder supports children to share, encouraging them to take turns to use resources. Furthermore, she uses distraction techniques when children display unwanted behaviour. This means that when incidents occur, they are short lived and managed effectively, enabling children to return to their play. n On occasion, the childminder does not support children to develop their self-help skills. This means that children do not have consistent opportunities to develop their independence. For example, when the childminder gives children an orange for snack, she peels it for them, rather than encouraging them to try and do it themselves. Additionally, the childminder wipes children's noses, rather than

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need to do better?

encouraging them to have a go themselves. n The childminder does not consistently monitor children's hygiene practices. Before eating snack and meals, she does not remind children to wash their hands. Furthermore, when children leave the bathroom, the childminder does not check if they have washed their hands. This means that children do not learn about good personal hygiene consistently. n Parents recognise the progress that their children have made since attending the setting. They comment on how their children's social skills and speech and language skills have developed. Parents report how much more confident their children are since attending. Parents describe the childminder as 'caring', acknowledging that their children are safe under her care.

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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 support children's independence by providing opportunities for children to develop their self-help skills n help children to develop a good awareness of how to manage their own hygiene.

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Setting details

Unique reference number 302464 Local authority Bradford Inspection number 10392886 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 4 Date of previous inspection 7 October 2019

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Information about this early years setting

The childminder registered in 1991 and lives in the Eldwick area of Bradford. She operates all year round, from 8am to 5pm, on Tuesdays and Wednesdays, except for bank holidays and family holidays. The childminder offers government funded childcare for children aged from nine months.

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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 Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector spoke to 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

29 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

29 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

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

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