Childminder EY417926

Overall effectiveness Good

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

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The provision is good

Children thoroughly enjoy their time in this bright and welcoming environment. Their work is displayed attractively and they are keen to talk about what they have learned. The childminder understands that children learn in different ways and she has high expectations for each of them. She monitors their progress closely and shares information with parents and other settings children attend about what they know and need to learn next. The childminder plans a broad range of activities and experiences that help children to make good progress towards their next steps in learning. For instance, they enjoy exploring the natural environment in the woods. They collect items for craft activities and observe the webs made by spiders.

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The provision is good

The childminder provides each child with individual time and attention, which promotes their emotional well-being and helps them to feel safe. Children frequently climb onto the childminder's knee to be cuddled and snuggle up close at story time. Parents greatly appreciate the care and learning the childminder provides. They say their children thrive and grow in confidence. Children behave well. They listen to the childminder, follow instructions and understand the rules. For example, they help to tidy their toys away before lunch. Parents and children are fully involved in reviewing the childminder's practice and help her to continually improve.

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need to do better?

n Children have strong relationships with the childminder and each other. The childminder encourages them to share, take turns and help one another. She gently helps younger children to understand why sometimes they have to wait. Children are confident as they lead their play and make choices from the resources available. They are keen to share their learning with visitors. n The childminder delivers a well-planned curriculum that builds on what children know and can do. She promotes children's literacy skills well and shares stories based on their interests. For example, they read about police officers, postal workers and spiders. She encourages children to sit and share the book together. Older children enjoy explaining the pictures to younger children. n Children are keen to play and demonstrate high levels of concentration for their age. They are very proud of their work. For example, children show the

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need to do better?

inspector spiders they have made out of play dough. They explain how they have added lots of eyes and made legs out of pipe cleaners. The childminder promotes children's mathematical skills as she encourages them to estimate how many legs spiders have. n The childminder places a high priority on developing children's communication and language skills and overall, supports them very well. When she asks children questions, she gives them plenty of time to think, work things out and share

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need to do better?

17 October 2019 their knowledge. On occasions, the childminder does not take advantage of opportunities to expand older children's vocabulary and introduce a wider range of words. n The childminder meets the needs of children of different ages effectively. She adapts her teaching to provide them with levels of challenge appropriate for their age and stage of development. For example, the childminder supports younger children to match shapes in a puzzle. She helps older children to begin to group different objects that are the same colour. n The childminder promotes children's understanding of safety through their activities. She shows them how police officers wear helmets when riding bikes. They talk about bonfire night and children explain that firefighters put fires out. Children enjoy imaginative play with small-world toys. However, the childminder does not fully support children to develop narratives in their play and make links

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need to do better?

to their own real-life experiences. n The childminder supports children to develop healthy lifestyles. She encourages them to eat healthy food. Good personal care routines are embedded in practice. The childminder fully promotes children's independence to prepare them for the move to school. Children have many opportunities to develop their physical skills, including climbing in the woods and using large play equipment in the park.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder implements effective procedures to keep children safe. She has a good knowledge of the signs that indicate a child might be at risk of harm. The childminder accesses training and conducts research to ensure she keeps up to date with current guidance and legislation. She has a good understanding of wider child protection issues, such as children who might be at risk of being exposed to online grooming or extreme behaviours. The childminder fully understands changes and events that must be notified to Ofsted.

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should:

n introduce older children to a wider range of words and enhance their already broad vocabulary even further n help children to develop narratives in their play and explore in more detail how their play links to their own real-life experiences.

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Setting details

Unique reference number EY417926 Local authority Kirklees Inspection number 10107048 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 8 Total number of places 6 Number of children on roll 6 Date of previous inspection 1 May 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Lepton, Huddersfield. She operates all year round from 8am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The inspector discussed with the childminder how she organises her setting and plans her curriculum to promote children's development. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The childminder and the inspector completed a joint evaluation of an activity. n Children talked to the inspector about their learning throughout the inspection. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

17 October 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

17 October 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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