Midgley, Sara Jenny

Midgley, Sara Jenny

Unique reference number (URN): EY289618 Address: 16 Northfield Grove, Bradford, West Yorkshire, BD6 1LD Type: Childminder Registered with Ofsted: 20/07/2004 Registers: EYR, CCR, VCR Registered person: Midgley, Sara Jenny

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Strong standard

Children make great progress from their starting points across all areas of learning. For instance, children who were quiet now use vocabulary with confidence, such as 'hard' and 'soft', to describe different textures.

p.2

Achievement Strong standard

Children develop a love of stories and books. They enjoy retelling these stories during independent play and have developed significant attention and recall. In mathematics, children gain a clear understanding of number and quantity as they count to 20 and identify numbers in their environment. Children are consistently very well prepared for their next stage of learning and the transition to school.

p.2

Achievement Strong standard

Children, including those with barriers to learning, achieve particularly well. They are becoming increasingly settled and focused on play. For example, children who previously moved quickly between tasks now show sustained concentration as they immerse themselves in activities.

p.2

Behaviour, attitudes and establishing routines Strong standard

The childminder has created a gentle and positive environment where children understand what is expected. She uses a calm, patient manner to help children learn how to manage their feelings and behaviour. When disagreements happen, such as children wanting a toy someone else is using, the childminder offers reminders tailored to the children's age and stage of development. She softly redirects their focus by introducing a 'kind and gentle' song involving clapping and waving. Children immediately join in with the singing, which helps them to settle quickly and begin to understand how to share with others. Children show a consistent positive attitude to their learning.

p.2

Behaviour, attitudes and establishing routines Strong standard

The bonds between the childminder and the children are consistently secure and built on a foundation of trust. Children listen carefully and respond well to the guidance they receive. To support children's sense of security, the childminder helps families understand how regular attendance can help children feel more settled. She works closely with parents to establish consistent routines that benefit the children's learning and wellbeing.

p.2

Behaviour, attitudes and establishing routines Strong standard

Daily routines, such as washing hands before mealtimes, help children understand what comes next in their day. Predictable moments encourage children to take a role in their self- care and help them gain pride as they learn to manage these tasks independently.

p.2

Children's welfare and wellbeing Strong standard

The childminder provides a nurturing environment where care practices are tailored to each child's needs. She provides warm cuddles and is sensitive to children's requirements, including those with special educational needs and/or disabilities. Personal care routines are handled with significant respect. For example, she uses a privacy screen during nappy changes to protect children's dignity. This has a positive impact on children, who show a growing awareness of the routine. They kindly move away to play, while those being helped politely say 'thank you' for the space they have made.

p.2

Children's welfare and wellbeing Strong standard

Secure and responsive attachments are a hallmark of the setting. The childminder consistently builds meaningful links with families using 'my family' photo books, which children share to celebrate their home lives. She shows great patience, allowing children time to respond during discussions so they feel valued.

p.3

Children's welfare and wellbeing Strong standard

Children are supported thoughtfully to understand their health. They independently wash their hands, guided by gentle explanations of getting rid of germs. Physical health is further promoted through nutritious home-cooked meals and constant access to fresh water. This healthy eating approach ensures that children remain energetic and focused. The childminder follows safe sleep procedures and promotes children's dental hygiene, sharing a teeth cleaning app with parents. Using emotion 'eggs', children copy faces to describe their feelings, developing emotional wellbeing.

p.3

Curriculum and teaching Strong standard

The childminder implements an ambitious curriculum that covers all areas of learning. She consistently and effectively uses assessment to check what children know and can do, allowing her to tailor teaching to their different starting points and close any gaps in learning.

p.3

Curriculum and teaching Strong standard

Communication and language are supported purposefully. For example, during a sensory 'bear hunt' activity, the childminder uses strategic pausing and intonation to encourage children to use expressive new vocabulary, such as 'squelch' and 'swirling'. Mathematics is woven naturally into daily routines through counting steps, identifying numbers in the environment and using shape sorters to help children recognise and name different shapes.

p.3

Curriculum and teaching Strong standard

The childminder gives priority to children's physical, personal, social and emotional development. She skilfully adapts activities to promote positive relationships with peers, such as encouraging children to share resources and take turns when sticking farm animals onto their habitats. This inclusive approach ensures that high-quality teaching is adjusted for children with special educational needs and/or disabilities or those facing other barriers to learning. For instance, the childminder sets up indoor physical challenges using stepping stones and soft blocks to develop children's gross motor skills and uses children's individual interests to motivate them to gain confidence when using new equipment.

p.3

Inclusion Strong standard

The childminder maintains an inclusive culture where the unique needs of all children are identified precisely from the outset. Using baseline assessments and 'All About Me' forms, she gains a holistic understanding of each child's starting points. This collaborative approach ensures that parents' views are central to the process, creating a consistent approach to learning between the home and the setting.

p.3

Inclusion Strong standard

Ongoing assessments identify what children know and what they need to learn next. The progress check at age 2 is shared with parents to ensure that any potential gaps or barriers to learning are identified and addressed early. This allows the childminder to provide immediate support and, when necessary, coordinate with specialist services, such as speech and language therapists. Progress and next steps are further shared through parents' evenings held twice a year.

p.3

Inclusion Strong standard

While no children currently attending are eligible for the early years pupil premium funding, the childminder will access this support should circumstances change, with clear plans to use future funding for targeted resources.

p.4

Inclusion Strong standard

All children, including those with special educational needs and/or disabilities or who face other barriers to learning, benefit from high-quality, tailored support. Her specific training in speech and language helps the childminder identify communication delays. Practical adjustments, such as providing appropriately sized furniture for younger children, ensure that all children can participate fully.

p.4

Leadership and governance Strong standard

The childminder is ambitious, continuously evaluating her professional practice to provide the best possible care. She engages with local authority advisers and other childminders to share expertise and innovative ideas. Her commitment to professional development is clear; she proactively completes training on teaching speech and language. This ensures that her skills remain current, allowing her to identify and support children who may face barriers to learning, including those with special educational needs and/or disabilities.

p.4

Leadership and governance Strong standard

The childminder makes well-informed decisions in the children's best interests. For example, she has implemented a successful book bag scheme, ensuring that all children access literature at home. She manages her workload effectively and thoughtfully adapts the environment to meet children's evolving needs, such as by purchasing resources that specifically match their current interests, to promote engagement.

p.4

Leadership and governance Strong standard

Partnerships with parents are a significant strength. Through daily handovers and regular parents' evenings, families feel involved in their child's journey. Parents feel children make progress and are safe and content in the childminder's care. The childminder completes regular risk assessments and carefully checks all areas of her home to ensure the premises are always safe for the children.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children are happy, settled and secure in the care of this warm and nurturing childminder. They arrive with great confidence, greeting those they meet and independently introducing themselves by name. Children flourish as the childminder is sensitive to their unique emotions and wellbeing. For example, children advocate for their own needs, such as asking for a cuddle when feeling tired. Meaningful connections are formed as they develop a deep sense of belonging, often looking for their friends during play.

p.5

About this setting

Learning is truly enjoyable and immersive. Children benefit from a balanced approach where they lead their own learning alongside purposeful adult-led activities. Children show visible pride in their accomplishments, such as when they successfully help tidy the play area to keep it safe. They show eagerness to take part in creative activities, enthusiastically singing and dancing to familiar nursery rhymes. Children show great concentration as they persevere with threading activities or sit and engage with stories from start to finish. They benefit from regular fresh air and exercise, developing physical skills as they explore the outdoors and learn about the natural world.

p.6

About this setting

Children, including those with special educational needs and/or disabilities and those who face barriers to their learning, achieve well and make significant progress from their starting points. They benefit from rich interactions and engaging storytelling, which helps them learn and use new words. Regular attendance is promoted well by the childminder, who helps families understand how a consistent routine supports children's security and progress. Children are becoming independent learners who make their own choices, such as selecting books to explore or accessing water from the water butt to stay refreshed. They are developing excellent social skills, including learning to work together and use polite manners. Preparation for the next steps in learning is highly effective, ensuring that children are ready for the transition to school.

p.6

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 children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke with the childminder, children and parents during the inspection.

p.6

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. Unique reference number (URN): EY289618

p.6

Address:

16 Northfield Grove Bradford West Yorkshire BD6 1LD

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8