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 feel safe and form secure attachments with the childminder, which has a positive impact on their well-being. The childminder provides a warm and welcoming environment and responds to children's basic needs, giving comfort when children are upset or tired. The childminder finds out about children's interests and routines before they join her setting. Overall, she uses this information to plan for their individual care and development needs well. The childminder carries out regular observations of the children, and plans activities that, in general, build on their next steps in learning.

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The provision is good

Children are eager to join in activities provided by the childminder. They become deeply engaged, showing high levels of concentration for their age. For example, as they add ingredients when making play dough, they explore the new textures that they have made. Children build positive relationships with each other. They take turns, demonstrating patience and self-control when sharing resources. They manage their own behaviour and feelings well. The children respond to the childminder's calm and gentle manner. The childminder has high expectations when encouraging independence and self-help skills. Children follow instructions and are praised for doing so. This supports their growing confidence.

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need to do better?

n Children use a variety of accessible resources both indoors and outdoors. They show high levels of independence and curiosity when choosing what they want to play with. Children are enthusiastic learners who are encouraged to make their own choices and are eager to use new resources. For instance, they enjoy exploring new sensory materials. n Children learn to be independent from an early age. They develop good self-help skills, supported well by the childminder. For example, children feed themselves and put their shoes on. n The childminder is a good role model for the children. She promotes good relationships. Children are taken on regular outings to further support their social interactions with others. n Children develop good physical skills. They have access to a wide range of resources that promote these. For example, children use spoons and containers to tip and pour. They competently use a range of tools with dough and handle

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need to do better?

building blocks with control. n Children learn a good range of skills to help them prepare for their next stage of learning at nursery or school. They persevere with tasks and concentrate well for their age. The childminder encourages children to recognise and write their name before they start school. n The childminder promotes early literacy skills. She sings songs with children and

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need to do better?

20 September 2019 takes them to the library each week to choose their own books and stories. She encourages children to talk about the stories they have read at home. n The childminder understands her responsibility to form effective partnerships with other professionals. She works with the local school nursery, as well as speech and language therapists to support the children in her care. n The childminder establishes effective relationships with parents and carers. She regularly shares information about children's learning and their next steps. Parents give highly positive feedback about the care their children receive, commenting that the childminder provides 'quality care, personalised to the children that she cares for'. n The childminder evaluates her own practice well. She is keen to develop her knowledge and access training. This enables her to support children with their learning. n Children are provided with healthy snacks and meals and have regular access to

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need to do better?

fresh air and exercise. Children enjoy visiting parks and playgroups to extend their physical skills. n The childminder supports children's language and communication well overall. She models and corrects speech. However, she does not do so consistently and, at times, misses opportunities to extend children's vocabulary. n The childminder knows the children and their abilities well. However, she does not sharply focus her planning on their next steps to help them make the best possible progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to recognise and report child protection concerns to safeguard children. She attends regular training to keep her knowledge up to date and is aware of local safeguarding procedures. The childminder helps children to understand how to keep themselves and others safe. For example, they learn how to cross roads safely during daily walks in the community. The childminder carries out effective risk assessments in order to keep the children safe.

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should:

n provide activities that focus more precisely on children's next steps in learning, to help them make the best possible progress n develop opportunities further in order to extend children's language and use of vocabulary.

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Setting details

Unique reference number EY432872 Local authority Kirklees Inspection number 10064026 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 23 February 2016

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Information about this early years setting

The childminder registered in 2011 and lives in Liversedge, Kirklees. She operates her service from 7.30am to 5.30pm on Monday to Friday, all year, with the exception of family holidays including two weeks at Christmas. The childminder holds a relevant qualification at level 3.

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Inspection activities

n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder and engaged with the children. n The inspector looked at selected documentation and evidence of the suitability of persons living in the household. n The inspector took further account of the views of parents through written feedback provided.

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Inspection activities

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

20 September 2019 20 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

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

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