Childminder in Wakefield

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are happy and enjoy the time they spend with kind and caring childminder. They have access to a warm, welcoming and homely environment where they feel safe and secure. Children build strong attachments with the childminder and regularly seek her out to join in with their play.

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The provision is good

The childminder takes time to get to know the individual personalities of the children in her care. She plans a broad range of activities based on what children need to learn next and what they are interested in. For example, the childminder incorporates children's love of transport and messy play into an activity to support their mathematical skills. Children enjoy filling and emptying toy trucks with pasta. This helps them to learn about numbers, counting, size, shape, texture and begin to use positional language.

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The provision is good

The childminder is positive and interacts naturally with children. She offers lots of praise and encouragement as children practise sharing and turn taking. Children are well behaved and polite. The childminder has high expectations for their behaviour and teaches them right from wrong. Children are confident individuals who show positive attitudes towards their play and learning. They are engaged and motivated and develop skills for the future.

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need to do better?

n The childminder finds out a range of information about children before they start at the setting. She asks parents about children's likes and dislikes, family information, routines, and what children can do. The childminder uses this information to help children settle and to plan activities to aid their learning. n The childminder has organised her setting to promote children's independence. Children are able to move around freely and choose where to play. They have access to a wide range of resources and activities. This helps them to develop across all areas of the curriculum. n The childminder observes children closely as they play and assess their learning and development. She identifies any gaps in children's learning and plans activities to close these swiftly. n The childminder plays alongside children. She offers help and guidance and extends their learning. Children develop good small-muscle skills as they open

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need to do better?

different locks on a puzzle and look behind doors. Children count how many animals are behind each door, as they expand their mathematical skills. However, at times, the childminder does not allow children to test out their own thoughts and ideas fully. She is quick to provide answers and offer solutions to problems. n The childminder chats to children and asks them questions as they play. She

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need to do better?

26 November 2019 uses simple sentences and introduces new words to extend their communication and language development. However, she does not support children's developing vocabulary to the highest level. For example, she often uses baby language when talking to children. n Children are well behaved and listen carefully to the childminder. They are aware of the rules and boundaries in place and like to help the childminder. For instance, children help to tidy away toys once they have finished playing. n Children learn about the world around them and people beyond their own experiences through the range of activities the childminder plans. Children enjoy outings to local parks, the library, museums and play centres. n The childminder works in partnership with parents and other settings that children attend. She regularly shares information about what children are doing and learning, to provide continuity of care and education. Parents speak highly

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need to do better?

about the childminder. They are happy with the setting and say their children enjoy a wide range of activities and outings. n The childminder keeps her knowledge up to date through attending regular training. She uses the information she obtains to improve her setting and the experiences she provides for children. n The childminder reflects on her setting. She seeks regular feedback from parents to help her to develop her setting further. For example, the childminder has adapted her menus following suggestions from parents.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has effective strategies in place to keep children safe. She regularly risk assesses her environment and minimises any potential hazards. She teaches children about being safe in her home and on outings. The childminder keeps her safeguarding knowledge up to date. She is aware of what signs and symptoms might indicate a child is at risk of harm. The childminder knows the correct procedures to follow and who to contact should she have any concerns about a child's welfare.

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should:

n strengthen opportunities for children to test out their own thoughts and ideas, to develop their critical-thinking skills further n encourage children to say words correctly as part of helping them to develop their vocabulary.

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Setting details

Unique reference number EY542992 Local authority Wakefield Inspection number 10100087 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 3 to 6 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Wakefield. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. The childminder has a childcare qualification at level 3.

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Inspection activities

n The inspector held a number of discussions with the childminder throughout the inspection. They completed a learning walk to understand how the early years provision and the curriculum are organised. n A joint observation was carried out by the inspector and the childminder. n The inspector spoke to and interacted with children during the inspection. n The inspector took account of the views of parents through discussions and written feedback provided. n The inspector looked at a sample of documentation, including evidence of the suitability of persons living in the household.

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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

26 November 2019 26 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

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

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