Childminder EY401311

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

The childminder has a nurturing and supportive environment. Children feel very safe and secure as they welcome visitors. They are very confident, choosing what to play with and whether they want to be indoors or outdoors. Children enjoy splashing in water outdoors, watering sunflowers and finding worms. The childminder commentates their play, supporting their language development. She encourages physical movements as they climb onto a rocking sea-saw. Children are very well behaved and play co-operatively with each other. They hand each other their drinks and share the toys they are playing with. There is a warm relationship between the childminder and the children. They enjoy cuddles and ask her to play with them. The childminder is responsive to their needs and brings calm to their daily routines.

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The provision is good

The childminder shares new vocabulary and explains how things work to the children. She demonstrates and explains how to unscrew bottles. Children persist and keep trying until they succeed. Children hear new words such as, pumpkin and heavy, which they use independently in their play. They explore nature items that they have collected on walks. The childminder says new words such as, pinecone and acorn. Children enjoy finding all the red leaves and excitedly show the childminder and visitors.

p.2

need to do better?

n The childminder is passionate about children's development, in a nurturing environment, where children lead their learning. She follows children's interests and adapts to children's choices. The childminder has a thorough understanding of the children in her care. She works well with parents, sharing learning and support for further development at home. The childminder has a curriculum that engages well with children. n The childminder uses indoor and outdoor play well, balanced for children to thrive. The children enjoy going on walks and explore woodlands. The childminder prioritises understanding healthy lifestyles. She promotes this through healthy food choices, being outdoors and rest periods. Children enjoy quiet time, with stories to rest after lunch. Children decide which fruits to eat for snack. While older children write shopping lists of fruits they would like. n Children thrive in their physical development. They enjoy being in the outdoors

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need to do better?

and take risks, such as when they choose to climb. The childminder uses small objects and tongs to encourage fine motor development. Children are developing good physical skills. n Children feel emotional support, as the childminder helps them to understand their feelings. She uses a grumpy cat resource so children can explain how they feel. The childminder responds to their feelings saying 'are you sad?'. She helps

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need to do better?

30 September 2025 children to understand why they feel sad. n The childminder has links with schools and gains information about being safe online. However, she has not found a way to help children to understand how to keep themselves safe when online. n The childminder is reflective on practice. She makes adaptations for children and is purposeful in her planning. The childminder extends her knowledge through professional reading, research and training. When she finds a gap in her knowledge, she accesses training to gain further understanding. n Children thrive with communication and language. Children choose from a variety of stories, taking books to the childminder to read. The childminder asks questions and extends their understanding of the world. Children enjoy singing songs and moving to music. They sing 'wiggly worm' during lunch, as they remember finding one in the garden. The childminder explains about objects and

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need to do better?

children learn about the world. For example, she explains to pull the 'trigger' on a water bottle to water the flowers. n Parents are complimentary of the service provided. They comment on the childminder's nurture and how she makes learning fun. The childminder shares information with parents through social media and as they collect their children. Parents share that they see their children's progression. n The childminder interacts with the local community. Children enjoy visits to the library and play groups. The childminder shares ideas with parents of how they can enjoy the local area. For example, the childminder takes the children to a phone box, made into a library and encourages parents to swap books.

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 ways to help children understand how to keep themselves safe online.

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Setting details

Unique reference number EY401311 Local authority Bradford Inspection number 10407499 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 11 Date of previous inspection 10 January 2020

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Information about this early years setting

The childminder registered in 2009 and lives in the Baildon area of Bradford. She operates Monday to Friday, from 8am to 5.30pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

30 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

30 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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