Childminder in Kirklees

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children have secure emotional attachments to the childminder and are happy and settled. The childminder works in close consultation with parents during the settling-in period and thereafter, to meet children's individual care routines. She implements these consistently, which helps children, especially new toddlers, feel safe and secure. Children are learning to play amicably alongside one another, with the childminder's effective support. They develop early independence during care routines and important skills for future learning, such as early communication and physical skills. For example, toddlers babble and repeat words the childminder says. Children aged almost two are starting to build simple sentences and enjoy listening to sounds as they shake plastic sensory bottles. Children readily play and explore. However, the childminder does not optimise the organisation of the environment to support children's learning to the highest level. The childminder has

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The provision is good

high expectations for children and plans varied activities across the areas of learning. These are generally based on what children already know, can do and need to learn next, and on their interests. However, although the childminder's qualification has a positive impact overall, she does not fully consider ways to strengthen her knowledge and teaching further.

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need to do better?

n The childminder continually observes and assesses children's progress. This helps her to plan for key next steps in their learning, such as their language skills, and to address any gaps. She shares children's achievements regularly with parents alongside how they can support learning at home. Parents express complimentary written feedback, for example about their children's good progress. n The childminder enthusiastically involves herself in children's play to engage and motivate them. However, she does not focus professional development well enough to build on teaching. This is not always precisely targeted at children's level of development, for example as they make and play with dough. The childminder reflects well on other areas and keeps up to date with changes. For example, she undertakes her local authority's quality improvement audit and attends networking meetings. n The childminder offers new toddlers a warm and loving greeting. They stay by

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need to do better?

her, but gradually develop confidence to explore on their own. This is often with the security of their comfort item from home, such as a special teddy. The childminder offers toddlers gentle reassurance and cuddles. She closely follows home routines and knows the children well. n Children are clearly familiar with, and enjoy, daily routines. These help to promote their physical well-being and encourage them to do things for themselves. For example, children readily wash their hands and sit at the table

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need to do better?

19 September 2019 to eat a healthy snack. They attempt to put their shoes on to play in the garden on wheeled toys. Toddlers delight in imitating care routines as they change the doll's nappy and dress them. The childminder introduces early mathematical language as she describes items of clothing as 'big' and 'small'. n The childminder sings and encourages children to link actions and words as they play and during care routines. This helps to build on their early communication, as do the music groups children attend. Children enjoy listening to an engaging story. They point to pictures and investigate textures, such as the puppy's soft, fluffy ears. n The childminder is a good role model. She sensitively reinforces sharing, being kind and taking turns. She positively manages their strong emotions to help them learn about early expectations and feelings. n Children socialise with larger groups of children, for example at toddler groups.

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need to do better?

They observe positive images of diversity, for instance through photograph booklets. This helps them to develop an early awareness of their own and others' uniqueness. n The childminder has a wide variety of resources in the playroom. However, she does not fully consider the type of toys that are available specifically for this young age group. This means she does not fully enhance their independent play, learning and engagement.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her child protection knowledge up to date. She understands the signs that may indicate a child is at risk of harm from abuse or neglect. The childminder knows how to report such concerns.

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should:

n enhance the organisation of the learning environment, so that available resources support children's independent learning and engagement to the highest level n target continued professional development more precisely on how teaching can be improved, to optimise children's learning during activities.

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Setting details

Unique reference number EY342096 Local authority Kirklees Inspection number 10070856 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 1 to 1 Total number of places 6 Number of children on roll 4 Date of previous inspection 20 April 2015

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Information about this early years setting

The childminder registered in 2006 and lives in the Lindley area of Huddersfield. She operates Monday to Friday, from 7.30am to 6pm, all year round, except for bank holidays and family holidays. The childminder has an appropriate qualification at level 3 and is eligible to deliver funded early education for two-, three- and four- year-old children.

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Inspection activities

n The inspector observed areas in the childminder's home that she uses for childcare purposes. She also observed 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 a variety of documents 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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Inspection activities

19 September 2019 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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Inspection activities

19 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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