Childminder EY100245

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 creates a welcoming and homely environment for children to play and learn in. She organises her setting well to meet the needs of the individual children who attend. Children can choose to play in the spacious outdoor area or well-resourced playroom. There is also a cosy quiet room where they can relax, enjoy stories and play games. Children are happy, safe and settle quickly into the setting. They have secure attachments with the kind, caring and enthusiastic childminder, and enjoy their time with her. Children are given plenty of warmth and affection, and the childminder meets their emotional and physical needs well.

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The provision is good

The childminder has high expectations for all children. She is a good role model and has clear rules and boundaries in place. Children behave well and the childminder teaches them right from wrong from an early age. She supports children to understand their feelings and emotions. For example, as babies laugh and giggle at their reflection in the mirror, the childminder describes their reactions as 'happy' and 'excited'. The childminder is highly committed to her role and wants all children in her care to succeed. She supports children to develop their confidence and independence well and helps them to foster positive attitudes towards learning.

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need to do better?

n The childminder knows the children in her care well. She takes time to settle new children into the setting and finds out a range of information from parents before children start. For example, the childminder asks parents about children's routines, likes and dislikes and what they can do. She uses this information to support children's learning from the beginning. n The childminder follows children's lead and supports them to learn through their play. She incorporates children's interests into the activities she plans, while making sure their learning is paramount. n The childminder observes children as they play to find out what they know and understand. She assesses their development and plans activities which help them to progress. However, on occasions, the childminder does not make the most of opportunities to build on babies' developing physical skills and keenness to explore independently. n The childminder interacts positively with children. She supports their

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need to do better?

communication and language development successfully. As babies play with musical instruments, the childminder encourages them to vocalise and mimics the sounds they make. She offers plenty of praise and encouragement as children discover what sounds the instruments make and bang them together. n The childminder uses daily routines to support children's learning and development. For instance, she chats to babies as she changes their nappy and

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need to do better?

7 January 2020 encourages them to vocalise. n Children learn about the world around them and what makes them unique through the well-planned activities on offer. They enjoy various outings in the local community, such as going for a nature walk or on a train. Children adore looking at books of photographs that the childminder has created. They freely talk about their own past experiences and their families. n Partnerships with parents are good. The childminder shares a range of information with parents. She keeps them informed about their children's day and what they are learning. For instance, children take various activity bags home which help to continue their learning away from the setting. Parents speak very highly of the childminder and the service that she provides. n The childminder has established good partnership working with other professionals, including local school, to give children the support they need.

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need to do better?

Children benefit from seamless transitions on to their next stages of education. n The childminder regularly reflects on her setting and seeks the views of parents and children. She identifies areas of improvement and has plans in place to move her practice forwards. For example, the childminder has attended training on communication and language development and supporting children with special educational needs and/or disabilities. This has helped her to enhance her skills and knowledge, in order to support the children in her setting further.

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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 in her setting. She regularly risk assesses the environment and minimises any potential hazards. The childminder teaches children about being safe in her home and on outings. She keeps her safeguarding knowledge up to date and is aware of wider child protection issues. The childminder knows the signs and symptoms which might indicate a child is at risk of harm. She understands the correct procedures to follow and who to contact should she have any concerns about child's safety or welfare.

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should:

n engage babies in even more activities that help them to develop their emerging physical skills further and enhance independent exploration.

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Setting details

Unique reference number EY100245 Local authority Wakefield Inspection number 10073009 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 13 Total number of places 6 Number of children on roll 10 Date of previous inspection 15 February 2016

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Information about this early years setting

The childminder registered in 2003 and lives in Wakefield. She operates all year round from 6.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds a relevant qualification at level 3.

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Inspection activities

n The inspector and the childminder completed a learning walk to understand how the early years provision and the curriculum are organised. n A joint evaluation of an activity was completed by the inspector and the childminder. n The inspector held discussions with the childminder and looked at a sample of documentation, including evidence of the suitability of persons living in the household. n Parents' views were considered through written feedback provided. n The inspector spoke to and interacted with children during the inspection.

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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

7 January 2020 7 January 2020 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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