Cunningham, Paula Louise

Cunningham, Paula Louise

Unique reference number (URN): EY341670 Address: 24 Leafield Terrace, BRADFORD, West Yorkshire, BD2 3SH Type: Childminder Registered with Ofsted: 08/09/2006 Registers: EYR, CCR, VCR Registered person: Cunningham, Paula Louise

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children achieve consistently high developmental milestones across all areas of learning. Children with special educational needs and/or disabilities and those who face barriers to their learning make rapid progress from their individual starting points. Their communication skills flourish as younger children rapidly expand their vocabulary, beginning to use new words and joining in with actions during routine songs, such as those that model manners. This results in children becoming effective communicators, who understand and engage in the social back-and-forth of group interactions.

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Achievement Strong standard

Physical and personal development is pursued with confidence. Babies gain the core strength to stand independently and show increasing independence during mealtimes. Those who were once hesitant to try new foods now eat varied meals. In literacy and mathematics, children are well prepared for their move to school. They demonstrate a love for books and a secure understanding of numerals and shapes, such as the circle and square. Children develop a meaningful understanding of the natural world as they explore the life cycles of ladybirds.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has embedded a harmonious culture with high expectations for behaviour. This positive environment ensures children follow routines consistently. They understand the importance of tidying up and washing their hands to wash off the germs. Relationships between the childminder and children are warm and secure, enabling children to demonstrate consistently positive attitudes towards their learning. They play collaboratively and show kindness, such as waiting gracefully for their turn during song time.

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Behaviour, attitudes and establishing routines Strong standard

Independence is a priority within the daily routine. The childminder expertly considers children's ages and individual circumstances when supporting them to maintain expectations. For instance, she uses purposeful questioning to help older children reflect on boundaries, while providing constant, calming reminders for the youngest children to help them understand risk.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works in close partnership with families to promote attendance and punctuality, establishing clear expectations from the point of registration. She provides consistent advice on developmental habits, such as toilet training and behaviour, to ensure children experience the same routines at home as they do in the setting. Consequently, children of all ages feel secure and demonstrate high levels of cooperation and social awareness.

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Children's welfare and wellbeing Strong standard

Children's emotional and physical wellbeing is consistently prioritised. Secure attachments are promoted through warm and responsive care, which enables children to thrive. Those who were initially unsure now explore the setting with confidence, demonstrating high levels of emotional security. The childminder provides a healthy, balanced diet and teaches children about making positive choices. For example, she has arranged for a dental nurse to visit to help children understand the importance of oral health. Children have constant access to fresh drinking water and take responsibility for their own labelled water bottles throughout the day.

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Children's welfare and wellbeing Strong standard

Opportunities for physical challenge and independence are woven into the curriculum. Children are encouraged to take appropriate risks, such as learning to use knives safely to chop fruit for their snacks. This builds their coordination and self-reliance. Within the setting, older children learn to navigate outdoor stairs safely, further building their confidence and gross motor skills.

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Children's welfare and wellbeing Strong standard

The childminder extends children's experiences beyond the setting to enhance their social awareness. She organises regular outings to local parks and libraries, helping children to understand their place within the community. Through these interactions, children learn to respect the needs of others and develop a curiosity about different people and environments

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Curriculum and teaching Strong standard

The childminder designs an ambitious curriculum that consistently sequences knowledge to support children's development. She makes purposeful decisions to drive improvements, such as providing a new play kitchen to support a specific interest in role play. High priority is given to children's physical and emotional development. Younger children build strength by rolling balls, while older children practise gross motor skills using scooters and navigating the slide stairs safely.

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Curriculum and teaching Strong standard

Communication and language are central to the curriculum. The childminder uses book of the week sessions to introduce complex vocabulary, such as 'cheetah' and 'seal'. She expertly uses props and animal puppets from a singing bag to help children recall facts and make connections. Mathematics is woven into daily routines. Children confidently count during circle time to find the date and identify numerals on the calendar.

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Curriculum and teaching Strong standard

The childminder uses what she knows about each child to tailor teaching, making reasonable adjustments for those with special educational needs and/or disabilities, and barriers to learning. For instance, while older children use stencils to develop fine motor skills, she supports younger children to explore cause and effect using a xylophone. She involves babies in practical tasks, such as placing pictures on a weather board. This responsive approach ensures that all children remain focused and make the progress of which they are capable.

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Inclusion Strong standard

The childminder ensures that every child feels profoundly valued for their individuality and heritage. She identifies and assesses emerging needs with precision from the point of entry. For example, she has successfully supported children who were initially shy or non-verbal to become self-assured communicators, who speak in full sentences. The childminder uses a graduated approach to support children with special educational needs and/or disabilities. She reviews progress regularly to assess the impact of her teaching, working effectively with external professionals to implement targeted strategies and adaptations. Inclusive practices are evident throughout the setting. For instance, the childminder provides wet suits for babies, so they can crawl and explore the outdoors alongside their older peers. Cultural diversity is celebrated meaningfully. Children explore their peers' backgrounds and festivals, like Chinese New Year and Diwali, through sensory activities. Although no children

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Inclusion Strong standard

currently receive early years pupil premium funding, the childminder demonstrates a clear understanding of its purpose and maintains a strategic plan to narrow potential learning gaps. She also shows a secure awareness of how to support children known to social care. This ethos ensures that all children develop a secure sense of identity.

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Leadership and governance Strong standard

The childminder demonstrates a highly impactful commitment to continuous improvement. She maintains a detailed analysis of the setting's strengths and takes action to improve outcomes. The childminder pursues professional learning by networking with local childminders to share best practice. She provides direction for her assistant, who supports the setting during periods of the day. The assistant remains fully informed of children's individual development and next steps in learning.

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Leadership and governance Strong standard

Decisions are made in the best interests of children, specifically those with special educational needs and/or disabilities and those facing barriers to learning. This inclusive approach ensures they receive the targeted support required to reach their potential. Targeted professional development, including safeguarding training, has a direct impact on the quality of provision, child safety and children's progress.

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Leadership and governance Strong standard

Partnership with parents is a significant strength. Families value the nurturing, homely and enriching environment. The childminder uses digital platforms, a bespoke termly newsletter and photo story books to keep parents well informed of their children's activities and next steps. Parents actively share 'wow moments' from home, creating a collaborative approach to tracking development. Effective links with local schools and other professionals ensure smooth transitions and a joined-up approach to children's individual needs.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children flourish in this nurturing and purposeful home environment. They arrive with enthusiasm and settle into well-embedded routines that promote a sense of responsibility from the outset. For example, children take immense pride in managing their self-care, such as hanging up their coats and independently changing into slippers. They develop high levels of independence. Children show great persistence as they peel their own satsumas and carefully pour their own drinks during snack times. The childminder's skilful use of a self-registration process further empowers children to take ownership of their day, as they successfully identify their names upon arrival.

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What it's like to be a child at this setting

Children form secure, trusting relationships with the childminder, which helps them feel deeply valued. This sense of security creates a kind and respectful atmosphere, where children show genuine care for one another. For instance, older children assist their younger peers with their footwear and bring them their hats. Children are highly motivated and benefit from a rich variety of learning experiences that spark their curiosity. They show excitement during interactive singing sessions, where they confidently recall familiar words and mirror the childminder's expressive gestures.

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What it's like to be a child at this setting

The curriculum is vibrantly shaped by children's individual interests, such as a fascination with animals or the changing seasons. Children develop resilience as they explore the natural world during weekly forest play outings, navigating the woodland environment with increasing confidence. They benefit from a language-rich environment, where books are at the heart of their play. Children join in on story sessions, such as 'Walking through the Jungle', and use small-world resources to bring the characters to life. For instance, children match toy animals to the illustrations, which successfully reinforces their understanding and

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Address:

24 Leafield Terrace BRADFORD West Yorkshire BD2 3SH

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Address:

Registered person: Cunningham, Paula Louise

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Address:

Register(s): EYR, CCR, VCR vocabulary. As a result of these high-quality experiences, children make significant progress from their starting points and develop the foundational skills necessary for their transition to school.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the leader during the inspection.

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About this inspection

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. Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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