Childminder 322001

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

Children have secure attachments with the kind, caring and nurturing childminder. They enjoy their time in the setting and seek out the childminder to join in with their play. Children sit close by the childminder and listen intently to stories. Older children remember key phrases from the book and babies join in, saying, 'Oh-oh'. The childminder creates a warm and welcoming environment where children feel at home. Children move freely and safely around the childminder's home. They choose what they would like to play with from the wide range of resources on offer.

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The provision is good

The childminder has high expectations for children's behaviour. She is a good role model and teaches children right from wrong from an early age. Children behave well. They are kind and considerate of each other. For example, older children sing to babies as they try to comfort them at nappy-changing time. Children are confident, self-assured individuals with good social and communication skills. They are independent and successfully meet their own self-care needs with limited support from the childminder. Older children enjoy the responsibility of carrying out small tasks. For example, they help to cut up their own banana for snack.

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need to do better?

n The childminder finds out a range of information from parents before their children start at the setting. For example, she asks parents about children's routines, backgrounds, what they like and what they can do. The childminder uses this information to settle new children in and to support their learning from the start. n The childminder successfully meets children's physical and emotional needs. She offers plenty of comfort, reassurance and affection, and talks to children sensitively. n The childminder is experienced and knows how children learn and develop. She incorporates children's interests into the activities that she plans to support their learning. However, the childminder does not consistently make the most of opportunities that arise to encourage children to fully explore counting and numbers. n The childminder supports children's communication and language development successfully. She encourages babies to vocalise, and takes turns in conversation

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need to do better?

with them as they babble. The childminder talks to older children about what they are doing, asks them questions and extends their vocabulary. n Children develop their imaginations and have plenty of opportunities to engage in role-play activities, which are based on their own experiences. For instance, children role play cafes and pretend to be a waiter. They ask the childminder what she would like to eat from a menu and delight in bringing her a pretend

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need to do better?

31 January 2020 range of food for breakfast. n Children are confident and show positive attitudes towards their learning. For example, children become engrossed in an activity where they fill and empty containers with foam using various tools. They develop their small-muscle skills and hand-to-eye coordination. However, at times, the childminder is quick to tell children what to do and does not consistently encourage them to learn through trial and error. n Children learn about the world around them and people who are different through the well-planned activities that the childminder provides. They enjoy plenty of walks in the local area and visit various places of interest, such as museums, art galleries, parks, playgroups, soft-play centres and the library. n Partnerships with parents are good. The childminder keeps parents informed about their children's day and what they are learning. She shares information

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need to do better?

verbally and regularly sends photographs of their children engaged in activities throughout the day. n Self-evaluation is effective. The childminder reflects on what she does to make sure that she is offering children access to a range of activities and experiences. For example, she provides those children who are reluctant to develop their early writing skills a variety of opportunities to practise making marks in foam, sand and dough. The childminder seeks feedback from parents and asks them about what experiences they would like their children to access. n The childminder keeps her knowledge and skills up to date. She attends regular training opportunities and shares information and good practice with other childminders online and at network meetings.

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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. The childminder teaches children about being safe in her home and on outings. She keeps her safeguarding knowledge up to date. The childminder is aware of the signs and symptoms that might indicate a child is at risk of harm. She knows the correct procedures to follow and who to contact should she have any concerns about a child's safety or welfare.

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should:

n make better use of opportunities to reinforce children's mathematical awareness of numbers and counting n support children's interests in making discoveries and learning through trial and error more effectively.

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Setting details

Unique reference number 322001 Local authority Wakefield Inspection number 10072874 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 1 to 12 Total number of places 6 Number of children on roll 7 Date of previous inspection 5 May 2016

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Information about this early years setting

The childminder registered in 1993 and lives in Netherton, Wakefield. She operates all year round except for bank holidays and family holidays. Sessions are from 6.45am to 5.30pm, Monday to Thursday, and from 6.45am to 3.30pm on Friday. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate 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 The inspector held a number of discussions with the childminder throughout the inspection. n The inspector looked at a sample of documentation, including evidence of the suitability of persons living in the household. n The inspector spoke to and interacted with children during the inspection. n A joint evaluation of an activity was completed by the inspector with the childminder.

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Inspection activities

31 January 2020 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

31 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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