Childminder 310800

Inspection date 16 July 2019 Previous inspection date 9 April 2015

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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 Children have secure emotional attachments to the nurturing childminder, who works closely with parents to meet children's individual needs. The childminder has excellent systems for gaining the views of children and parents. n The childminder supports effectively children's transitions as they move between settings through strong partnership working. n Children make good progress. The childminder provides an overall good range of activities and first-hand experiences. These include an excellent range of interesting outings that complement chiildren's learning. n The childminder promotes children's safety and physical well-being effectively. For example, she undertakes rigorous risk assessments and encourages healthy practices. As part of this, children access physical activities and use more challenging apparatus, for example during a visit to a climbing wall. n Older children excitedly talk about their imminent move to school, which they are more

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This provision is good

than ready for. They demonstrate a wide range of skills for future learning. n The childminder is a good role model, and she instils essential early social skills. She sensitively reinforces younger children's developing understanding of expectations. Children are clearly familiar with the effective daily care routines. n The childminder undertakes regular observations and assessments of children's progress in order to plan for children's next steps in learning. However, assessments are not rigorous enough in precisely targeting gaps in children's learning. n Children have a good range of general toys available. However, they have fewer opportunities to explore a wider range of media and materials to optimise learning, especially the youngest children. n The childminder does not focus her self-evaluation and professional development programme to raise the overall quality of her teaching and provision even further.

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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 assessments and monitor these rigorously, so that any gaps in learning are identified and planned for with greater success n extend younger children's opportunities to investigate a wider range of media and materials to enhance their natural curiosity, creativity and imaginative skills n focus self-evaluation and continued professional development precisely on raising the overall quality of teaching and provision to an even higher level.

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What the setting needs to do to improve further

n The inspector observed areas used for childcare purposes, activities indoors and outdoors and the interactions between the childminder and 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 updates her child protection training. She has a secure knowledge of possible indicators of abuse, including where children may be at risk of harm from extreme behaviours and views. She fully understands reporting procedures should she have concerns about a child. The childminder considers effectively children's safety inside and outside of the home to promote their welfare and prevent accidents. The childminder reflects on her practice in some ways to ensure that she keeps abreast of changes. She highly values feedback from parents and children. For example, the childminder distributes comprehensive questionnaires relating to extensive aspects of her childminding service. The responses are extremely complimentary.

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Quality of teaching, learning and assessment is good

Children, some of whom have been attending since they were babies, have insightful records of learning. These detail their unique learning journey with the childminder. Children make independent choices, for example as they readily rummage through the toy boxes. The childminder displays photographs in the welcoming playroom. This helps children to recall and reflect on their learning. The childminder demonstrates generally good interactions with the children. For example, she talks about their trip to the pet shop as children create a sea life picture using related stickers. She also asks questions and builds on young children's early language during an associated story. Parents view records of learning regularly and receive updates, videos and photographs. The childminder works closely with them to support children's future learning, such as their speech, toilet training or literacy skills.

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Personal development, behaviour and welfare are good

The childminder gathers good information from new parents about children's uniqueness and what they already know and can do. She uses this to successfully plan for children's needs in readiness for them settling in, which helps to foster their emotional well-being. The childminder works closely with nursery and school staff to complement children's care and learning and support their move to school. This helps to foster children's continued sense of security. The childminder helps children to value and celebrate difference, for example through resources and teaching them about festivals that other families celebrate. Children confidently go to wash their hands before enjoying a variety of healthy finger foods during the sociable lunch. Older children explain how they stay safe on the walk back from nursery.

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Outcomes for children are good

Children enjoy their time with the childminder and have a positive approach to learning. Younger children are learning how to play amicably alongside one another, and they readily communicate their needs. Older children behave impeccably and are very sociable. They show excellent language skills while communicating confidently to adults. They demonstrate good early literacy and mathematical skills. For example, they are eager to show how they can copy numbers and write their name on the chalkboard.

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Setting details

Unique reference number 310800 Local authority Kirklees Inspection number 10060239 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 2 - 8 Total number of places 6 Number of children on roll 6 Date of previous inspection 9 April 2015

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Registers

The childminder registered in 1993 and lives in the Kirkheaton area of Huddersfield. She has an assistant registered as emergency back-up only. The childminder operates all year round, from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3, and she provides funded early education for two-, three- and four-year-old children.

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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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