Stack, Mandy

Inspection date

Previous inspection date 9 February 2016 18 January 2010

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder regularly evaluates her good practice, in order to identify and secure future improvements. She seeks out and acts on the views of parents and children, in order to develop her provision further.  The quality of teaching is good. The childminder uses skilful observation and assessment to identify the next stage in children's learning. She plans interesting and challenging activities that support children to make good progress in their learning.  The childminder encourages children, from an early age, to be independent. They choose their own resources and activities from the good range available to them.  The childminder is comforting to young children. She cuddles them when they become tired and helps them to fall asleep soundly. Children develop close attachments to the childminder and seek her out for comfort and reassurance during the day.  Children receive plenty of praise from the childminder to boost their self-esteem. Their

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This provision is good

behaviour is good and they play very cooperatively.

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It is not yet outstanding because:

 The childminder does not always share enough information about children's development with other early years settings that they attend. Consequently, some opportunities to ensure consistency in learning are missed.  Strategies to help parents extend their children's learning at home are not always highly successful to help children to make the best possible progress.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 share information with other early years settings that children attend, to further promote consistency in children's learning and development  strengthen the ways in which parents are supported to extend children's learning at home.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector had discussions with the childminder. She looked at relevant documentation, such as self-evaluation and evidence of the suitability of adults in the home.  The inspector took into account the views of parents.  The inspector did a joint observation with the childminder.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of child protection. She recognises the signs and indicators of abuse and neglect and knows who to contact if she is concerned about a child's welfare. The childminder continually reinforces safety expectations throughout children's activities and daily routines. She has a good range of policies and procedures that she follows to underpin her practice. The childminder keeps her knowledge and skills up to date by attending regular training. She uses this knowledge to improve the outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder plans activities that interest and challenge children. They develop their small-muscle movements as they use a variety of tools, such as scissors and rolling pins, to make changes to the dough. Children learn about shapes as they cut the dough into squares and circles. The childminder extends their knowledge further as she shows them how to make a rectangle by folding a square in half. Children develop their vocabulary as they talk about the different sea creatures they see on the dough tools, such as an octopus and a lobster. Children are encouraged to persevere with tasks that they find difficult and show pleasure at their achievements. This is one way the childminder helps children develop skills for learning. The childminder promotes children's communication and language skills as they play. She places good focus upon helping children to talk and express themselves.

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Personal development, behaviour and welfare are good

Parents are welcomed into the setting and the childminder follows consistent care routines with their children to ensure that their needs are met. The childminder takes children out into the community regularly and teaches them about the differences and similarities between themselves and others. This is one way the childminder helps to support children to develop an awareness of different people and different ways of life. Children learn to respect and care for others and living things as they help care for and feed the rabbit. The childminder teaches children about the importance of a healthy lifestyle. They talk about foods that are healthy and those that should be eaten in moderation. The childminder does not currently use her garden for outdoor play. However, children do have daily opportunities to play outdoors which contribute effectively to children's ability to be physically active and adopt a healthy lifestyle.

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Outcomes for children are good

Children make good progress from their starting points, including the funded two-year- olds. They are learning key skills in readiness for the next stage of learning at nursery and, ultimately, at school.

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Setting details

Unique reference number EY264317 Local authority Kirklees Inspection number 860607 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 18 January 2010

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Telephone number

The childminder was registered in 2003 and lives in Cleckheaton, West Yorkshire. She operates all year round, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-year-old children.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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