Childminder EY423216

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 places good focus on helping children to develop the attitudes and behaviours of effective learners. For example, the children ask for help to move the pegs from one place to another. The childminder encourages them to do this for themselves and persevere, as she knows they are capable. Children learn how to move about the home safely. As they come down the stairs, the childminder explains to them to shuffle down on their bottom or to hold her hand. Children behave very well. They play well together and have made good friends. They show consideration for their environment as they keenly help tidy away. If there are any squabbles, such as over a book, the childminder deals with these effectively. She gets down to children's level and explains that sharing is nice and we are kind to each other. Children respond very well and share the book, looking at this together. Children extend their vocabulary as the childminder teaches them new

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The provision is good

words. The childminder has high expectations of what children can achieve. She asks effective questions so that children use their thinking and recall skills. They learn good hygiene routines as they wash their hands after being outside or before lunch. Children are happy, confident and enjoy their time with the childminder.

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need to do better?

n The childminder knows the children she cares for well. She regularly observes the progress they are making and uses this information to plan what they need to learn next. She understands their likes and interests. She uses these to plan a wide range of activities that children are interested in. Children are making good progress and learning the skills they will need for the future. n Real-life experiences are used well by the childminder to help children learn about nature. For example, children collect leaves and conkers on outings as they are learning about autumn. They read stories linked to nature and the childminder makes displays of leaves with letters and numbers on to help children develop their interest. However, the childminder provides fewer opportunities to help children learn about diversity, so they learn to value people's similarities and differences. n The childminder supports children effectively to become independent and learn

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need to do better?

self-care skills. She encourages them to try and put on their shoes, supporting them when needed. She shows them how to fasten the zip on their coat, encouraging them to try for themselves. n The childminder plans daily access to fresh air to support children's health. Children enjoy playing in the garden and investigating the leaves. They show they are developing good small-muscle skills as they competently use scissors to trim the leaves. However, there are fewer activities planned to help children practise their large-muscle movements. n The childminder supports children's mathematical development well. She

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need to do better?

6 November 2019 encourages children to count in everyday activities, for example, counting the steps down to the garden. She asks children to compare the sizes of the pumpkins and children confidently tell her which is 'big' and which is 'little'. n Partnership with parents works well. The childminder regularly shares information on how the children have been and what they have been learning. She discusses children's learning with parents and provides a summary of their development, for example, through the progress check at age two. Parents provide very positive feedback about the care the childminder gives their children. n The childminder ensures all documentation is in place, which contributes to the safe management of the setting. She understands professional development is important and attends training, such as first aid and child protection. This contributes to children's safety and health. n Children's love of books is fostered well by the childminder. She reads stories

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need to do better?

effectively to children, so that they are excited to listen to them. She questions children on what they are seeing on the pages. Children sit and listen well for extended periods of time, engrossed in the story. They snuggle in to the childminder while she reads, showing they have close attachments. When she has finished they bring her more books so they can enjoy another story.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has attended recent training to ensure she keeps her knowledge of safeguarding up to date. She understands the importance of her role in protecting children. There is an effective policy in place which covers how she will handle a range of safeguarding issues if she encounters them. The childminder has a good understanding of the different signs of abuse that she may see in children. She understands the correct procedure to follow to report any concerns, so that children are protected from harm.

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should:

n offer more opportunities for children to develop their large-muscle skills n provide further activities which help children learn about diversity and to value the similarities and differences between themselves and others.

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Setting details

Unique reference number EY423216 Local authority Wakefield Inspection number 10072160 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 to 9 Total number of places 6 Number of children on roll 5 Date of previous inspection 9 December 2015

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Information about this early years setting

The childminder was registered in 2011 and lives in Castleford. She operates all year round from 8am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The inspector held discussions with the childminder and children during the inspection. n The inspector sampled a range of documentation. n The inspector observed the care practices of the childminder and the experiences of the children. n The inspector observed the teaching strategies used and discussed how the childminder plans what the children learn.

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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

6 November 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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