Childminder EY551609

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

The childminder provides a warm and welcoming environment for children to learn in. Children are happy in her care and respond well to her kind nature. They form a secure attachment to the childminder. Children seek her out for comfort and reassurance. The childminder tunes into the emotional and physical needs of the children that she cares for. She has good interactions with children and values what they have to say. As a result, children thrive in an environment that helps them to feel safe.

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The provision is good

Children enjoy story time with the childminder. They listen with intent as the childminder uses different voices to capture their interest and build on their imaginative thinking. Older children retell stories to the babies. They show kindness and consideration to younger children. Settling-in procedures are effective. Children quickly build confidence in their new setting and adapt well to the childminder's timetable. The childminder promotes children's personal, social and emotional development. For instance, babies' routines are valued and supported in the same way that they are in their own homes. This helps to enable genuine, warm attachments and continuity of care. The childminder's commitment to high-quality practice, along with ambitious expectations for behaviour, helps to ensure children achieve across the areas of learning.

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need to do better?

n The childminder is passionate about her role and strives to continue to raise the quality of her practice. She regularly attends training and carries out research. The childminder keeps an accurate record of her professional development. She reflects on her learning and clearly identifies any further actions. The childminder's proactive approach helps to consistently raise the quality of teaching. n Children have good opportunities to meet with other children of a similar age and develop their social skills. For example, the childminder regularly visits toddler groups and activity days at the library. She takes children out into the local community. Neighbours wave as children walk past on their way to school, and the road-crossing guide greets them daily. This helps children to learn about the world around them and builds their self-esteem. n The childminder prepares children well for their future learning, including

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need to do better?

starting school. She works in partnership with families to complete assessments of children's learning to share with their new teachers. The childminder works closely with the local school that children attend. She attends moderation meetings to ensure that her assessments of children's learning outcomes are accurate. n Parents speak very highly of the childminder and the care provided. They state

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need to do better?

16 January 2020 that children thrive in a safe and nurturing environment. Parents talk about how their children have progressed and how information on their children's learning and development is frequently shared. n Children enjoy nutritious home-cooked meals. The childminder offers healthy snacks and encourages children to lead active lifestyles. For example, she ensures that children get plenty of fresh air and exercise. Children enjoy walking to the library and visiting local parks. n The childminder understands the importance of supporting children's early communication and language skills. For example, she provides a running commentary as children play and initiates purposeful discussions. The childminder uses carefully thought out questions to challenge their thinking. For example, she encourages children to make predictions in their play about what might happen next. This helps to extend their critical thinking skills and develop

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need to do better?

their curiosity. n The childminder's home is very well organised and offers a wide range of high- quality resources. The layout of the resources enable children to make independent play choices. The childminder encourages children to self-direct their learning. She plays alongside children, helping them to build on what they already know. n Children show high levels of engagement in their play. Older children enjoy using real-life resources to enhance their imaginative role play. Children enjoy rolling, squeezing and smelling fruit and vegetables before introducing them to their role play. However, opportunities are missed to allow babies to investigate in the same manner in order to support their strong exploratory impulses.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder can confidently identify the signs and symptoms that may indicate a child is being abused. She understands the procedures to follow should she have concerns about the welfare of a child. The childminder ensures that she keeps up to date with changes in legislation through attending various courses and researching updates. She keeps her home secure at all times. The childminder identifies and minimises any potential hazards to children's safety through thorough risk assessments.

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should:

n offer a wider variety of opportunities for babies to explore and investigate resources and materials using all of their senses.

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Setting details

Unique reference number EY551609 Local authority Kirklees Inspection number 10133832 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 11 Total number of places 6 Number of children on roll 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Huddersfield. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during various activities. n During the walk to school, the inspector observed the quality of interactions and the childminder's expectations for children's behaviour. n The inspector reviewed policies and discussed procedures relating to children's safety and welfare. n The inspector looked at children's records, the childminder's planning and evaluation of activities, and information exchanged with parents. n The inspector spoke to a small selection of parents during the inspection and took account of their views.

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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

16 January 2020 16 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

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

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