Kell, Laura Jennifer

Kell, Laura Jennifer

Unique reference number (URN): EY412757 Address: 34 Halifax Road, Cullingworth, BRADFORD, West Yorkshire, BD13 5DE Type: Childminder Registered with Ofsted: 28/07/2010 Registers: EYR, CCR, VCR Registered person: Kell, Laura Jennifer

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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 Expected standard

Children, including those with special educational needs and/or disabilities and those who face barriers to learning, make progress from their starting points. They are motivated, independent learners who explore their environment with confidence. Children develop communication skills and use increasingly complex sentences to express their thoughts. For example, they share personal experiences, such as telling others, 'I have a cat at home.'

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Achievement Expected standard

Children demonstrate physical coordination as they manage their own water bottles independently. They typically refine their fine motor skills, for example, as they self-serve fruit and salad with a spoon during mealtimes. Younger children develop core muscles as they learn to lower themselves from standing to sitting with increased control.

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Achievement Expected standard

During magnetic shape play, children begin to understand comparative language, such as 'higher' and 'taller', and correctly identify shapes, such as 'circles'. They recognise colours and connect them to real-world concepts, such as 'yellow' like the sun and 'red' for safety signs. Children generally develop social skills by sharing toys and using manners, such as saying 'thank you' when peers help them. These skills help children gain the readiness they need to start school.

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Behaviour, attitudes and establishing routines Expected standard

Children typically demonstrate a clear understanding of the setting's boundaries and follow established safety rules. For example, they correctly identify that 'hard' toys must remain on the floor rather than the sofa to prevent injury. Children generally show independence and personal responsibility during transitions. They spontaneously collect their own sleep mats and remove their footwear when preparing for a rest, showing they are familiar with the childminder's expectations and sleep routine.

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Behaviour, attitudes and establishing routines Expected standard

Children adopt positive attitudes towards their health and hygiene routines. With prompting, older children engage in discussions about personal care and explain that germs live 'between our fingers', demonstrating their developing understanding of handwashing. Children typically listen and respond to guidance throughout the day. They follow instructions that support their safety, such as waiting patiently while the childminder opens the safety gate.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of attendance by monitoring patterns to ensure children benefit from the stability of the setting's routines. Children are learning to be patient as they wait for their turn for the childminder's attention, showing they feel safe and secure. They demonstrate respect for their environment and generally participate in tidying up resources once they have finished their play.

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Children's welfare and wellbeing Expected standard

The childminder establishes secure and responsive relationships with the children. Children typically show that they feel safe and cared for through the affectionate interactions they have with the childminder. The childminder prioritises children's physical health by promoting an understanding of healthy choices. For example, children learn about the importance of oral health through discussions about the dentist's job to make their teeth 'nice and clean' and the benefits of drinking water to stay hydrated.

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Children's welfare and wellbeing Expected standard

The childminder maintains a clean and well-organised environment, which supports children's overall health and wellbeing. She implements care practices that respect children's dignity. She ensures privacy during nappy changes, helping children to feel comfortable and respected.

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Children's welfare and wellbeing Expected standard

The childminder supports children to recognise and manage their personal safety. Children learn practical ways to keep themselves safe, such as the technique of slowly coming down the stairs backwards to avoid falls. The childminder manages weaning routines by providing an appropriate mix of textures and finger foods, ensuring physical needs are met.

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Children's welfare and wellbeing Expected standard

Children are encouraged to find their voice and express their feelings. When the childminder observes cues and asks how they are, children can explain they are tired and need a rest. This patient approach ensures they generally feel emotionally secure.

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Curriculum and teaching Expected standard

The childminder designs a curriculum covering all 7 areas of learning. This ensures all children, including those with special educational needs and/or disabilities, gain the wide range of skills they need. She prioritises children's personal, social and emotional development by creating a nurturing environment where children learn to manage feelings. For example, she uses 'feeling faces' to help children identify when they are happy or sad and build positive relationships.

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Curriculum and teaching Expected standard

Communication and language development is supported as the childminder models new vocabulary during daily routines. For instance, during mealtimes, she describes the textures of food, such as a pepper is 'crunchy', to expand language skills. Children typically repeat these words back to her. She encourages group songs and rhymes, such as 'Wind the Bobbin Up', to help children begin to find their voices and copy actions. This supports their early listening and attention skills.

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Curriculum and teaching Expected standard

Physical development is supported through activities designed to strengthen fine motor skills, such as peeling small stickers to match them onto coloured dots. Mathematics is woven into routines, such as counting food onto plates to build an early understanding of numbers.

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Curriculum and teaching Expected standard

Regular assessments identify what children know and what they need to learn next, allowing the childminder to generally plan next steps for focused activities. However, she does not fully differentiate her plans to ensure they are consistently age-appropriate for the youngest children. As a result, some children do not always fully benefit from every learning opportunity.

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Inclusion Expected standard

The childminder creates a welcoming and inclusive culture where she identifies all children's individual needs. She typically maintains a secure understanding of how to support children with special educational needs and/or disabilities, as well as those who face barriers to learning. For instance, she has previously collaborated with local authority professionals to implement targeted support plans that prepare children for their transition to school.

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Inclusion Expected standard

The childminder maintains regular communication with families via messaging apps to share photos of children's activities and daily routines. This ensures parents feel connected to their children's learning journey while at the setting. That said, the childminder does not yet consistently extend these communications to include specific ideas to help promote home learning.

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Inclusion Expected standard

The childminder reviews and adapts the environment, such as providing drinks at a low level for children to access freely. She is diligent in ensuring children's safety, choosing only ingredients that meet their specific dietary needs for all meal preparation. This eliminates cross-contamination risks and ensures those with allergies remain safe.

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Inclusion Expected standard

The childminder monitors progress termly to identify and close potential gaps in development. She completes progress checks at age 2, identifying what children can do and setting focused next steps for their future learning. She typically seeks professional advice when needed to ensure children receive timely interventions. Although no children currently receive early years pupil premium funding, the childminder understands how to use this to provide targeted support for disadvantaged children. This inclusive approach ensures that all children are supported to achieve their best possible outcomes.

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Leadership and governance Expected standard

The childminder demonstrates a commitment to maintaining high standards of care and education. She maintains a professional and well-organised provision, which provides an overall stable foundation for children's learning and development. The childminder shows initiative in keeping her practice current, typically completing online training, such as safeguarding, to ensure her professional knowledge remains up to date and relevant.

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Leadership and governance Expected standard

The childminder values professional collaboration and works alongside other childminders in the local area to exchange ideas, share practice, support wellbeing and plan activities. This approach to her professional development ensures she remains informed and able to implement new strategies that benefit the children. The childminder establishes positive partnerships with parents and keeps them up to date about their children's development and routines. Parents feel that their children are happy, secure and confident in the childminder's care. However, the childminder does not yet regularly provide parents with ideas for home learning that specifically support their children's individual next steps. As a result, children do not always benefit from a consistent approach that reinforces and extends their learning at home to help them make more rapid progress.

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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 are happy and secure and have formed positive, trusting relationships with the childminder. They seek her out for cuddles and affection, demonstrating a sense of emotional security. Children show growing confidence as they welcome visitors, tell them

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Inspector:

Josie Cumiskey their names and share details about their lives and interests. They generally enjoy a calm environment where background music creates a tranquil space that supports their focus and emotional wellbeing. Children demonstrate a sense of belonging as they invite the childminder into their chosen activities and confidently ask to repeat favourite games, such as action rhymes.

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Inspector:

Children make progress across the curriculum. They typically show a keen interest in numbers and age, counting on their fingers with the childminder's encouragement. Children engage in imaginative role play, such as pretending to buy items with toy money or making orange juice for the childminder. They develop from their individual starting points as the childminder provides a variety of play opportunities and low-level resources, such as cause- and-effect toys, that help them build their physical skills and learn new ideas. Children enjoy regular walks to local green spaces, where they use scooters to develop coordination and balance while learning to use larger muscles for climbing and running.

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Inspector:

The childminder weaves safety and independence into daily routines. Children generally understand why they must wash their hands to remove germs and know that loud voices are for the outdoors. They demonstrate a helpful nature, such as offering to tidy away toys without being prompted to help maintain a safe environment. The childminder promotes the importance of attendance by communicating with parents to explain the benefits for their child's social skills. Children show an awareness of their peers by noticing when friends are absent and expressing empathy for those who are unwell.

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Next steps

The childminder should refine the differentiation of planned activities to ensure they are consistently age-appropriate and meet the specific learning needs of younger children. The childminder should strengthen the consistency of home learning guidance to ensure that all parents receive specific ideas that reinforce their children's individual next steps.

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About this inspection

The inspector spoke with the childminder and children 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.

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Address:

34 Halifax Road Cullingworth BRADFORD West Yorkshire BD13 5DE

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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