Childminder in Kirklees

Inspection date 21 January 2019 Previous inspection date 10 October 2014

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder sensitively encourages younger children to take turns and share when minor age-appropriate disagreements occur. For instance, she duplicates the more popular resources to help minimise frustration and conflict. The childminder uses simple explanations to help younger children to understand why boundaries exist and uses effective distraction techniques. n The childminder extends children's learning effectively through her motivating interactions. She successfully builds on babies' and younger children's developing early communication and language skills. n The childminder helps to promote children's physical well-being effectively. She models and encourages good hygiene routines and carefully plans meals across the week to ensure children have a balanced and healthy diet. She makes use of facilities in the local community to build on children's confidence in their large physical skills.

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This provision is good

n The childminder plans an exceptional range of enthralling, challenging and engaging activities for children aged 18 months upwards, based on their interests and next steps in learning. These help them to make good progress and develop essential skills for future learning. n Children have secure emotional attachments to the childminder, who works closely with parents to meet children's individual needs. The childminder keeps parents well informed about their children's daily care routines and ongoing learning. n The childminder does not consistently target planning for babies' next steps in learning precisely and optimise the learning environment to support their progress to the highest level. n The childminder does not maximise partnership working with others to support children's transitions and promote a highly consistent approach to children's care and learning. n The childminder's self-evaluation and continuous improvement, including continued

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This provision is good

professional development, are not focused precisely enough on what would have the greatest impact on children's learning and the overall quality of her provision for all age groups.

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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

n strengthen the teaching for babies and give greater consideration to the organisation of the learning environment to optimise their engagement and learning n enhance partnership working with other providers as children move between settings, to create a more consistent approach to their care and learning n clearly identify what would have the greatest impact on the quality of teaching and learning for all age groups, to raise this to an outstanding level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed activities indoors and the interactions between the childminder and the children. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documents, children's records of learning, and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector viewed written feedback from parents.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of the signs that children may be at risk of harm. She fully understands the reporting procedures, should she have concerns of a child protection nature. The childminder carries out good risk assessments and uses a range of safety equipment to help ensure that the premises are safe for children to play. The childminder informally identifies some areas for improvement and further training. This helps her to keep abreast of changes, specifically in respect of the safeguarding and welfare requirements. Parents are actively encouraged to share their views about the childminding service, for example, through questionnaires.

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Quality of teaching, learning and assessment is good

The childminder regularly shares insightful records of learning with parents, which she encourages them to comment on. She closely monitors children's achievements and shares information with parents about what they need to master next and how they can support learning at home. Toddlers and two-year-old children eagerly take part in exciting sensory play, based on a winter theme. They actively explore and investigate media that ignites their natural curiosity as learners, such as ice cubes, foam, rice and flour. The childminder sustains their interest and enhances their enjoyment and fun through her own enthusiasm, modelling and questioning. For example, she created foam footprints with the polar animals and suggested making a snowball by rolling the ice cube in flour. She described textures, including the soft flour, the cold and slippery ice cube and the smooth foam.

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Personal development, behaviour and welfare are good

Babies and young children are happy and confident. The childminder gathers important information from parents on entry, to help children to settle in. As part of this, she closely follows home routines, which helps her to foster children's sense of security. She updates parents about their children's day through an informative daily diary, for instance. Babies babble and make sounds in response to the childminder's lively conversations as she attempts to engage them in the sensory activity. The childminder widens young children's and babies' social experiences, for example, through visits to the local park, toddler group and library. The childminder models and encourages good hygiene routines, helping her to promote children's good health. She supports toddlers' and young children's independence and self-care skills during care routines; they delight in chopping up their banana.

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Outcomes for children are good

Toddlers and young children show good focus and concentration, and they have a positive approach to learning. They are active learners who are keen to take part in activities. They are developing essential early mathematical and literacy skills. For example, they make marks with coloured ice blocks on large pieces of paper and match pairs of gloves and hats that have the same pattern. Babies enjoy the social interactions with adults and their peers and delight in finding their voice.

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Setting details

Unique reference number EY401383 Local authority Kirklees Inspection number 10069466 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 21 Date of previous inspection 10 October 2014

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Registers

The childminder registered in 2009. She lives in the Moldgreen area of Huddersfield. Her husband is registered as an assistant, solely for emergency back-up care. The childminder is open Monday to Friday from 7am to 5.30pm all year round, except for bank holidays and family holidays.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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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Registers

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Registers

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Registers

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Registers

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

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