Wright, Laura Fay

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

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The provision is good

Children enjoy their time in the childminder's care. The improvements the childminder has made since the last inspection mean that children are kept safe. Overall, children benefit from a curriculum that extends their knowledge and skills. Children make particularly good progress in their communication and language. They are confident to initiate discussions and share their learning with visitors. For example, children explain how their caterpillars grew and turned into butterflies.

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The provision is good

Children demonstrate strong bonds with adults and their peers. They learn to take turns, share and play cooperatively. Children develop their resilience as they learn to negotiate and resolve disputes amicably. Older children are caring towards younger children, such as ensuring they have a drink of water. Children generally behave well. Any unwanted behaviour is addressed quickly, and children are reminded of rules and boundaries.

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The provision is good

Children develop their independence through daily routines, building the self-care skills they need for school. They begin to understand how to keep themselves healthy. For instance, they know why handwashing is important and that they need a hat and sun cream in warm weather. Children play outside each day in the fresh air. Babies crawl and develop their spatial awareness as they chase balls around the garden. Older children practise their throwing and catching skills.

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need to do better?

n The childminder completes accurate assessments of children's progress and shares them with parents. She uses the information to identify children's next steps and provides activities to support these. For example, children use play dough to strengthen their muscles ready for early writing. They experiment with different ways to manipulate the dough, rolling and flattening it to make shapes. They link their play to real-life experiences, such as pretending to flip pancakes. When children move on to new settings, the childminder shares information with the setting about children's progress. However, she does not yet have partnerships in place with other settings children attend alongside her care to fully promote continuity for children. n Children make good progress in all areas. The childminder's support for children's developing communication and language skills is a strength of the setting. The youngest children are encouraged to communicate their wants and

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need to do better?

needs through sounds and physical gestures. The childminder helps children with the pronunciation of words they find difficult, such as 'rhinoceros'. She engages children in singing familiar songs and rhymes. Babies sway their whole body to the music as older children tap out rhythms on a tambourine, drum and maracas. All children demonstrate confidence when they chat between

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need to do better?

23 July 2025 themselves during play. n The childminder uses adult-led story sessions to look at specific topics, such as teaching children about their emotions and feelings. Children are introduced to a wide range of new words, which help them build a richer vocabulary. Children listen to rhyming language. The childminder pauses so children can repeat familiar phrases or think about what might happen next. This helps them build skills they need for early reading. n Children use their imagination during art and craft activities. They talk about the animals they make with junk modelling resources. Children solve problems when they explore different approaches to projects. For example, they discuss how they might stick their objects together. Children use pictures for reference, such as checking whether their owl models need legs. The childminder encourages children to persevere with tasks and offers help when needed, such as cutting

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need to do better?

sticky tape with scissors. However, she does not always challenge most-able children to extend their learning. For instance, she does not find out what they already know about the animals they are making in order to build on their knowledge. n Parents are appreciative of the care and learning the childminder provides. They say communication is good. They receive regular, informative updates about their children's progress. Parents know their children are learning new songs, numbers and colours. They comment that their children are happy, settled and making friends. n The childminder shows a suitable commitment to ongoing professional development. She and her assistant work closely to evaluate their practice and identify any areas for improvement. For example, they have reviewed new nutritional guidance and made changes to the food they provide for children. The childminder has worked with the local authority since the last inspection to

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need to do better?

raise the standard of care and learning in 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 develop the partnerships with other settings that children attend to promote a two-way flow of information about children's learning and development and fully support continuity for children n fully consider what they want children to learn from activities so that most-able children are consistently challenged to build on their knowledge and skills and

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should:

23 July 2025 make the best possible progress.

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Setting details

Unique reference number EY547263 Local authority Bradford Inspection number 10403296 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 16 Date of previous inspection 4 February 2025

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Information about this early years setting

The childminder registered in 2017 and lives in Bradford. She operates from 7am to 5.30pm, Monday to Friday, for 48 weeks of the year. The childminder holds an appropriate qualification at level 3 and she works with an assistant. She provides government funded childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organised different aspects of learning. n The inspector spoke to children about activities they enjoy when they attend the setting. n The inspector considered parents' feedback and discussed working with different families with the childminder. n The inspector observed the quality of education. She talked to the childminder and her assistant about how they evaluate the provision and their ongoing professional development. n The inspector carried out a joint evaluation of an activity with the childminder.

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Inspection activities

23 July 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

23 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

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