Childminder 2733518

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children have secure attachments to the caring childminder, which help them to feel safe and secure and play happily. The childminder knows each child well and, overall, she plans an effective and expansive curriculum. This helps children to make good progress and be ready for starting pre-school and school. For example, children develop independence as they manage personal care tasks, such as learning to use the toilet and wash their hands. They learn to play alongside one another, such as helping to build a train track together with the childminder's support. Children have great fun joining in with activities that develop their language skills, such as the 'song bag' and story time.

p.2

The provision is good

Children have ample opportunities to develop their physical skills, which is important for early writing in school. For example, the childminder plans outings where children clamber over and balance on logs in the woods and use a variety of equipment at the park. The childminder encourages children to peel off the yoghurt lid and pour drinks and connect construction toys to develop their hand-eye coordination. The childminder introduces early mathematics to children, such as counting trains and singing songs using visual aids, such as knitted currant buns. Children generally learn to follow behavioural expectations the childminder has in place, such as helping to tidy up.

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need to do better?

n The childminder promotes children's love of stories effectively to support their development of communication and early literacy skills. She sets up books invitingly so that children can freely access these. The childminder uses books to enrich interactive displays and activities, such as those where children create a collage using a selection of nature items they have collected. n The childminder further supports children's development of their early speech through her enthusiastic storytelling, singing and narration. As older children create their collage, she asks if they can remember why the leaves are changing colours and falling from the trees. The childminder creates collages using photos parents have sent in, encouraging children to talk about what they have been doing over the summer. n The childminder works closely with parents to settle children in and establish their developmental stage on entry. She continuously observes and tracks

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need to do better?

children's progress and shares information with parents. However, the childminder's assessments do not always precisely reflect what children can do and how she and parents will work together to support a specific delay. n The childminder motivates children effectively and extends their learning through her good-quality interactions. Teaching is enhanced through her strong commitment to continued professional development. For example, as part of her

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need to do better?

2 September 2025 ongoing training, the childminder researches practices based on Scandinavian approaches to enrich children's experiences. n The childminder creates an accessible and richly resourced playroom. However, younger children sometimes lose focus due to the overwhelming range of resources, which do not always align with their interests and developmental stage. n The childminder supports children's transition to pre-school effectively to support their continued sense of security and emotional well-being. Thereafter, she shares information about children's learning and development, in order to promote a shared and consistent approach. n The childminder spends a large amount of time outside of the home to enrich children's experiences, socialisation and understanding of the world around them. For example, children embark on bug hunts and visit the library. Being outdoors also provides children with fresh air and exercise, which is important to

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need to do better?

their all-round physical well-being. n The childminder uses various resources and initiatives, such as stories and pebble jars, to encourage positive behaviours and help children to learn about emotions. However, she does not consistently reinforce certain behavioural expectations at lunchtime, especially given this is a new routine where children now bring a packed lunch. n The childminder plans activities that encourage children to learn to share and build friendships. For example, children take turns to choose something out of the song bag. Children recall which song this represents with familiarity, such as 'Five Little Ducks'. The childminder enhances children's fun and enjoyment as she models actions enthusiastically.

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 assessments to precisely target children's learning and development in partnership with parents n organise the learning environment to reflect children's interests and stage of development to support their independent play and engagement n help children understand and manage expectations consistently for their behaviour.

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Setting details

Unique reference number 2733518 Local authority Bradford Inspection number 10405836 Type of provision Childminder

p.4

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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023. She lives in the Cullingworth area of Bradford. The childminder operates on Tuesdays and Thursdays, from 7.30am to 4pm, term time only. The childminder offers government funded childcare.

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Inspection activities

n The inspector observed the safety and suitability of the childminder's home. n The childminder discussed how she organises the early years provision and implements her curriculum through daily routines and indoor and outdoor activities. n The inspector observed the quality of education and assessed the impact on children's learning. n The childminder and the inspector carried out a joint observation of an activity. n The inspector spoke to children during the inspection. n The childminder shared a sample of documents, such as those related to children's learning.

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Inspection activities

2 September 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

2 September 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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