Childminder EY423855

Overall effectiveness Good

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

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The provision is good

Children are happy and engaged in the care of this sensitive and skilled childminder. They display warm affection for the childminder. Children fling their arms around her and call her name to come and play. All children, including those with special educational needs and/or disabilities, show confidence in asking for help when they need it. Children listen attentively to instructions and demonstrate they know and understand the routines and expectations. For example, after washing their hands, even young toddlers sit and wait patiently for everyone to finish. Children cooperate together and behave well as they play hide and seek and listen carefully to each other giving instructions.

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The provision is good

Children possess good levels of communication skills for their age. Young toddlers are able to speak in long sentences and hold prolonged conversations. They frequently ask questions and copy language the childminder uses. The childminder skilfully repeats words so that children begin to understand their meaning. She presents information clearly to children and explains how to improve their skills. This instant feedback supports children to learn rapidly. Children concentrate for long periods of time as they explore their interests. All children build the skills they need for the next stage in their learning.

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need to do better?

n Children demonstrate proficient physical skills from a young age. This is because the childminder encourages children to have a go and be persistent. For example, she supports children to fill containers using a funnel and scoops. The childminder models how best to use the tools so that children can succeed. When a child jumps and lands carefully for the first time, the childminder praises them and claps. Children respond by cheering and repeating the action several times more to begin to consolidate their new skills. n Children begin to link ideas to develop their understanding and build their powers of imagination. They pretend to make food in the home corner and discuss their favourite foods. The childminder draws children's attention to the sounds made by objects sprinkled into metal pans. Children begin to associate this to the sound of rain falling. This skilful teaching builds children's ability to be

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need to do better?

more creative and process more complex thoughts. n Although children have daily access to books, the childminder has not considered how to fully develop children's love of books. She has not considered how books can help to enhance children's vocabulary. Children do not demonstrate that they have favourite stories or use language from familiar stories. The childminder does not read to children often. This reduces children's experience of hearing new words and limits their literacy skills. n The childminder uses assessment well to ensure children are making progress.

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need to do better?

16 September 2025 She collaborates with other early years providers to share information when children attend more than one setting. This helps to provide parents with a comprehensive view of children's progress. The childminder clearly identifies what children need to learn next and plans opportunities to support this. n Children have enthusiastic attitudes towards their play and learning. They are full of support and joy when the childminder asks them to help tidy up. They exclaim 'Me!' when she asks who will help her. Children sweep up and put toys away tidily. The childminder frequently praises children for their achievements and recognises their hard work. This helps children to keep on doing the right thing. n The childminder frequently takes children out to visit local parks, museums and shops. However, she does not develop children's knowledge of the wider cultural world. Children learn about some festivals, such as Eid and Christmas. However,

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need to do better?

they do not have enough meaningful opportunities to learn about people and communities that may be different to them. This means they are not fully prepared for life in modern Britain. n The childminder works closely with parents to ensure children settle in quickly. She liaises with other professionals, such as speech and language therapists, to promote children's communication and language skills. The childminder uses specific funding for vulnerable children effectively to support their needs.

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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 review the curriculum to strengthen children's love of books and develop methods to use the language from books to enhance children's vocabulary n consider ways to ensure children have rich and meaningful experiences of diversity, promoting an understanding of a variety of communities and people.

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Setting details

Unique reference number EY423855 Local authority Bradford Inspection number 10399455 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 8 Date of previous inspection 3 December 2019

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Information about this early years setting

The childminder registered in 2011 and lives in the Wilsden area of Bradford. She operates Monday to Friday from 7am to 5:30pm, term time only. The childminder is closed for bank holidays. The childminder holds an appropriate childminding qualification. She provides funded early education and receives specific funding for disadvantaged children.

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Inspection activities

n The childminder and inspector held a meeting and discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n Children spoke to the inspector during the inspection and told them what they enjoy playing and learning. They asked the inspector questions and told the inspector about rules and routines. n The childminder led a tour of the premises and explained the safety measures in place, including fire escape procedures. n The inspector observed the quality of education during activities and assessed the impact on children's learning. n The inspector viewed written feedback from parents and took account of their views. n The inspector observed the interactions between the childminder and the children.

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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

16 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

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