Stack, Mandy

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

The childminder welcomes children into her warm and stimulating environment. The resources and activities she has on offer help children develop in all areas of their learning. The childminder changes the layout of her playroom and adapts toys to suit the needs of babies when they are present. Children's care and emotional needs are fully met. They are happy and secure within their play and show a caring nature towards each other. For example, older children help younger children remove their boots after outdoor play and they all enjoy dressing and looking after dolls. In addition to this, children have enjoyed bathing the dolls during the summer months. They used the water investigation area, tubes and funnels with warm bubbly water. The childminder has high expectations for children's behaviour and uses consistent strategies when managing disputes. She encourages children to share and respect each other during their play. The childminder provides regular

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The provision is good

outdoor play either in her garden area or through a variety of outings. She is passionate about children learning about their natural world. Children enjoy exploring the leaves falling from trees and are excited when they 'tickle' webs to see if they can find a spider.

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need to do better?

n The childminder has built secure relationships with children and their families. She regularly discusses children's progress and activities from the day with their parents. The childminder gathers information about children's achievements and interests from home. She uses this to influence her plans for children's learning in her home. Parents comment very highly about the care their children receive and the childminder's ability to meet their children's needs. n Children regularly learn about people within their community and acknowledge all the similarities and differences that they have. The childminder often reads a variety of books that look at topics such as families, gender stereotyping and cultures. Additionally, children visit toddler groups where they have the opportunity to make friends with a wide range of people. n The childminder has a strong focus on preparing children for school and their

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need to do better?

futures. She consistently promotes independence and helps older children develop concentration skills. Children enjoy counting, reading and recalling stories. The childminder often asks children to remember past events and expands on these to embed their learning. Her secure knowledge of child development means she delivers the curriculum well to children so they develop in all the required areas. n The childminder reacts quickly to children's care needs, such as when they are hungry or tired. Children, in turn, respond to the childminder and her requests. They engage in learning well and are motivated to complete a task. Children are confident to have another go until they achieve their desired outcome during

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need to do better?

22 October 2019 their play. n Children's communication and language skills are consistently well supported. The childminder models clear words to the children and encourages them to repeat new sounds. When children are investigating leaves, the childminder uses lots of describing words to widen children's vocabulary. For example, she introduces words such as 'crunching' and 'squishing'. In addition, the childminder enhances children's mathematical development where possible. She encourages children to count objects and think about halves and quarters when the children cut up play pizza. n In the main, the childminder adapts activities to suit all ages and stages of the children. However, she occasionally misses children's cues regarding their needs or interests during play. This leads to children sometimes disengaging with an activity or not being able to participate to their full potential. n The childminder provides some opportunities for children to use technology,

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need to do better?

such as an interactive tablet with pre-loaded games and some musical toys. However, she has not secured an understanding of how to support children to use the internet and other technological resources for a purpose during their play. n The childminder has recently started to complete online training courses to increase her skills and knowledge. She intends to carry on with this to broaden her understanding in a variety of areas. Additionally, the childminder works closely with other childminders and runs a toddler group where she shares ideas with other professionals and parents. She is well informed about changes in statutory guidelines and local authority procedures.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of the potential signs and symptoms of child abuse and knows her role in protecting children from harm. She has robust policies and procedures in place to follow if she is concerned about a child. The childminder regularly updates her child protection training and is able to identify wider issues, including extreme behaviour. She provides a safe and secure environment for children to learn in and maintain their physical well-being.

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should:

n follow closely and respond to all children's needs and interests during their play to encourage continuous learning n create more opportunities for children to use and understand technology in their play.

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Setting details

Unique reference number EY264317 Local authority Kirklees Inspection number 10064010 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 to 9 Total number of places 6 Number of children on roll 6 Date of previous inspection 9 February 2016

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Information about this early years setting

The childminder registered in 2003 and lives in Cleckheaton, West Yorkshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two- and three-year-old children.

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Inspection activities

n The inspector observed the quality of education delivered during activities and assessed the impact this has on children's learning. n The inspector and the childminder completed a learning walk around all areas of the setting to understand how the early years provision and curriculum are organised. n The inspector held a number of discussions with the childminder. n The inspector took account of the views of parents through written feedback provided. n The inspector completed a joint evaluation of an activity with the childminder.

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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

22 October 2019 22 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

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