Childminder EY549545

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 confident in their learning and show enthusiasm to explore the home environment. The childminder provides children with a curriculum that gives them opportunities to engage with various activities that interest them. For example, she encourages children to select their own fruit before cutting and chopping it themselves and then eating it. This helps to develop children's independence, fine motor skills and hand-eye coordination. Children select from a range of resources, including toys and jigsaws. They discuss the reasons for their choices with each other. These opportunities support children's abilities to think critically as well as their communication and language skills.

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The provision is good

The childminder works hard to develop and maintain positive relationships with children. She provides consistent daily routines that support children's development and feelings of stability and security. This enables children to feel safe and secure. The childminder is a positive role model and provides encouragement to guide children's behaviour. She facilitates children sharing toys by encouraging them to exchange toys. As a result, children behave well. The childminder speaks to children with respect, which encourages them to do the same to others. She values children's ideas and opinions and takes account of these when planning activities and outings. Children enjoy outings, including to the local park and regular forest school sessions that further develop their personal, social and emotional skills.

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need to do better?

n The childminder works hard to develop consistent routines for children. She is quick to act and meets children's needs promptly. The childminder recognises when younger children need further stimulation in their learning and supports them to understand what comes next. This enables children to feel comfortable and confident while in the childminder's care. n The childminder encourages children to think independently. This helps children to develop their confidence and self-esteem. For example, children are able to make decisions for themselves about what they play with. They are also confident to talk about what they enjoy doing and engage in meaningful conversations with the childminder. Children share their ideas and listen to others when they speak, which develops their social skills. n The childminder plans for children's further development and considers their next steps for learning. This is based on her knowledge of children and the

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need to do better?

observations she makes. The childminder considers children's development stages when planning activities to incorporate specific learning opportunities to support those next steps. However, at times, the childminder does not consistently consider these learning intentions during activities. Subsequently, she does not consistently extend children's learning opportunities to embed their

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need to do better?

31 July 2025 knowledge and skills further. n The childminder takes time to get know and understand the children in her care, so she knows how to help them to develop and learn. Overall, she plans a curriculum that supports children's skills. For example, the childminder focuses on developing children's personal, social and emotional skills, with a particular emphasis on children regulating their feelings and gaining independence. However, the childminder does not consistently plan opportunities to develop children's early mathematical understanding and skills further. n The childminder supports children's communication and language development. She does this by listening to their conversational skills, and then applies this knowledge to introduce new words to children. For example, the childminder includes words such as 'squeeze' and 'juicy' to broaden children's vocabulary range. n The childminder builds positive relationships with parents to support children's

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need to do better?

development by discussing their children's needs and taking account of parents' wishes. Parents and carers report that they are happy with the care and learning their children receive. They say that their children enjoy their time with the childminder and that they value the variety of activities provided. Parents use word such as 'supportive' and 'caring' to describe the childminder's approach. n The childminder encourages children's positive behaviour by praising children for their efforts and achievements. She supports children's understanding by having rules and boundaries in the setting that are consistently embedded. For example, the childminder reminds children to share and take turns and to help one another. This supports children's personal development.

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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 plan more carefully to extend children's learning and development during planned activities n consider further strategies for supporting children's knowledge and understanding of early mathematical concepts.

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Setting details

Unique reference number EY549545 Local authority Bradford Inspection number 10399072 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 19 November 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Clayton, Bradford. She operates all year round, from 7am to 5.30pm, Monday to Friday except for bank holidays and family holidays. The childminder provides government-funded childcare.

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Inspection activities

n The childminder spoke to the inspector about her intentions for children's learning. n The inspector spoke to children about what they like to do in the setting. n The inspector carried out observations of the childminder's practice and activities that she planned. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector discussed how the curriculum is implemented and the impact on children's learning.

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Inspection activities

31 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

31 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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