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 happy and settled in the setting. The childminder is kind, patient and attentive to children's individual needs. She establishes highly effective relationships with children. They approach her for cuddles and reassurance, as well as to excitedly show her a minibeast they have found outside.

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The provision is good

The learning environment is well planned. Children learn about different types of shark as they move toy sharks around in coloured cornflour in a large tray. Children's language development is good, and they communicate their thoughts and ideas well. They are attentive when listening to stories, able to answer questions about what they have heard. Children are keen to count different objects shown on each page, taking turns well. Resources are available to children, who select which ones they want to play with and place them on the floor. They use coins to represent money, giving ice creams a price and saying how much the bill adds up to.

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The provision is good

The childminder places a great emphasis on supporting children's physical and mental health. Children understand what to do to ensure that they are safe in the sunshine. They locate their own sun cream and are skilled at applying this to their arms and legs, closely supervised to ensure that areas are covered well. This is an inclusive setting, where children's medical needs are managed well.

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need to do better?

n The childminder's curriculum takes into account children's interests. She uses this as a platform from which to teach children new knowledge and skills. The childminder includes interest and challenge in her plans and incorporates these into her activities. For example, children learn about the natural world through watching strawberry plants growing and looking at minibeasts through a magnifying glass. Children talk about and name parts of the insect that they can see. New vocabulary is introduced during activities. However, the childminder does not plan this intentionally or build in opportunities for repetition. This means children find it difficult to recall and use new words in their conversations. n Children explore their local community through visits to the park, farm and play centre. They also explore further afield with trips to an aquarium. These experiences enrich their learning, with children able to see the animals they are

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need to do better?

learning about. However, the childminder does not yet use self-evaluation consistently to reflect on how these experiences can be further enhanced to support children's progress and development. n Children make good progress in their learning, particularly in relation to eating healthily. The childminder introduces them to different textures in a phased way to support the transition from puréed food to small soft lumps, and then to

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need to do better?

11 July 2025 finger foods. Children eat a wide range of different home-cooked foods and stay hydrated by taking regular drinks of water. This promotes their good physical health. n Relationships with parents are very effective and support children's development well. Important information is collected from parents before their child joins the setting to ensure that routines can be replicated. This helps children to settle quickly. Communication happens at regular times and via a range of different methods, so key information is shared well. When parents ask for advice, the childminder shares her knowledge and experiences around a range of key subjects, such as weaning and reducing the use of a dummy. n Children are well prepared for the next steps in their early educational journey. They demonstrate growing independence in a range of ways, such as confidently finding and using their name cards to self-register. These routines help children

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need to do better?

develop a sense of belonging and readiness for school. n The childminder provides effective support and guidance to any assistants she works with. She encourages them to attend relevant training, including safeguarding, to ensure that they have the knowledge and skills needed to contribute confidently to children's care and learning. n The childminder is a reflective practitioner, overall. She has ideas about how to develop the setting further and is keen to improve. She completes statutory training around safeguarding and has links with the local authority. This helps her to keep up to date with any legislative changes.

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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 introduce new vocabulary to children in a planned and targeted way to further extend their communication and language development n strengthen self-evaluation to ensure that all aspects of the curriculum, including outings, are regularly reviewed to maximise their impact on children's learning and development.

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Setting details

Unique reference number EY547109 Local authority Bradford Inspection number 10399292 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 12 Number of children on roll 22 Date of previous inspection 26 November 2019

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Information about this early years setting

The childminder registered in 2017 and lives in a suburb of Bradford. She operates from Monday to Friday, all year round, except for family holidays and bank holidays. Sessions are from 7.30am to 5.30pm. The childminder holds a suitable childcare qualification at level 3 and works with an assistant who also holds a suitable childcare qualification at level 3. She provides funded early education places for one-, two-, three-, and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum. n The 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 that this is having on the children's learning. n The inspector observed the interactions between the childminder, her assistant and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on the children's learning. 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

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Inspection activities

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

11 July 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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