Mazacs, Alison

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 extremely settled and happy at this welcoming childminding setting. Children build meaningful bonds with the childminder. She creates programs of learning which support children to build a range of skills. She regularly assesses the children's development and uses these assessments to plan next steps that carefully build on what the children already know and can do. Parents are fully involved in their children's assessments. The childminder plans a range of stimulating activities that reflect the children's current interests and that introduce them to new places, ideas and concepts. For example, children learn about festivals from around the world and learn about people's similarities and differences. The children enjoy numerous trips into the local community together.

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The provision is good

The childminder has high expectations of the children. She wants them to leave her setting with confidence and independence. The childminder is an excellent role model. The children reflect positive attitudes as they respectfully play with one another. Older children are keen to support younger children. They are proud of each other's achievements. For example, two-year-olds confidently tell the inspector about a baby recently learning to walk. All children are making good progress at the setting.

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need to do better?

n The childminder provides a wide range of activities that support children's large muscle development and core strength. They have extended periods of time in the fresh air in the childminder's well-designed garden which includes a large covered back porch area. Children have learned to assess their own risks and understand how to use the equipment provided safely. They demonstrate confidence, resilience and determination during their play. n The childminder supports children to be healthy. She provides a menu of healthy home-cooked meals and snacks. Children enjoy the social interaction around the kitchen table during mealtimes. They discuss animals and animal habitats together. The childminder teaches them about the importance of oral hygiene and implements care practices which support their personal development. n The childminder encourages children to develop a love of reading. One-year-old children choose their favourite books to read with the childminder from

p.2

need to do better?

accessible shelves. Children regularly visit the local library where they choose books to borrow. n The childminder has strong links with the local school. She attends meetings to find out which skills she can support the children to learn before they move on to school. She shares relevant information with teachers before they start. This work helps children move on from her setting smoothly. n Overall, the childminder supports children's language development well. Children

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need to do better?

10 June 2025 experience many back-and-forth conversations during their day. Two-year-old children ask for the things they need and are confident to speak to visitors. However, further strategies are not yet used by the childminder to promote children's language development further, such as singing and repeating words back to children. n The childminder supports children's understanding of mathematical concepts. For example, children excitedly identify different shapes on a poster, they describe things according to their size. They are supported to use positional language during play. However, the childminder has not fully planned to support children's counting skills by weaving opportunities for counting into their day. This will help the children secure their learning and remember more through repetition. The childminder has recently attended training about supporting children's mathematical development. She is yet to implement the new

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need to do better?

strategies into her practice. n The childminder completes accurate self-evaluation. She is keen to continually improve her knowledge and understanding of child development. She accesses a range of training to further this knowledge. She keeps up to date with changes through local authority emails and bulletins. She regularly supervises her assistants and cascades training to improve their interactions with the children. n Parents are very happy with the service. They report how the childminder has supported their children with their self-care skills, language development and independence. They appreciate how much information they receive and comment on how much progress their children are making 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 use more strategies to support children's language development during play, such as singing and repeating new words back to children n implement learning from recent training and plan more opportunities for counting into the children's daily activities.

p.3

Setting details

Unique reference number 302389 Local authority Bradford Inspection number 10399333 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 28 November 2019

p.4

Information about this early years setting

The childminder registered in 1986 and lives in the Odsal area of Bradford. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She works with an assistant and offers funded early education.

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 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

10 June 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

10 June 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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