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 safe and happy in the setting. They enjoy the time they spend with the childminder and co-childminder and have secure attachments with them both. Children regularly seek out the childminder to join in with their play. They delight in showing the childminder the creations they have made in the mud kitchen.

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The provision is good

The environment is inviting and well organised. Children can choose what to play with from the wide range of resources on offer. The childminder has high expectations of children's learning. She incorporates children's interests into the activities she plans to support their learning. She enhances children's thinking and learning through positive interactions and skilful questioning. For example, children are engaged in a play dough activity where they make different sea creatures. The childminder talks to children about their own experiences of going to the beach and where they think the animals might live.

p.2

The provision is good

The childminder is a good role model and supports children to learn right from wrong from an early age. Children are well behaved and polite. They listen carefully to the childminder and are aware of the rules and boundaries in place. Children help to tidy away resources once they have finished playing and enjoy the responsibility of carrying out small tasks, such as preparing their own snack.

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need to do better?

n The childminder knows the children she cares for well and what makes them unique. She gathers a wide array of information about children from parents before they start at the setting. For instance, she finds out about children's routines, interests and family and background information, as well as what they can do. Children settle quickly and are confident in the setting. n The childminder places a strong emphasis on supporting children's personal, social and emotional development. She helps children to build positive relationships and secure attachments. Children play cooperatively together and form close friendships. For instance, children laugh and giggle as they listen to stories and sing songs. n The childminder plans activities to support children to learn across all areas of development. She uses her observations and assessments to find out what children know, understand and can do, so that she can extend their learning.

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need to do better?

The childminder uses children's interest as a starting point when planning activities to engage children and ignite their curiosity. On occasions, the childminder interrupts children's play, concentration and explorations as she encourages them to take part in different routine and group activities. n Children's communication and language development are supported well. The childminder repeats words and phrases back to children so they can hear the

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need to do better?

30 January 2020 correct pronunciation. She engages children in conversations about their interest and experiences and introduces new words to extend their vocabulary. n The childminder has established a good relationship with the local school and supports children's transitions well. Children develop the skills they need for future learning and their eventual move on to school. They are confident and independent individuals who test out their own thoughts and ideas as they play. n Partnerships with parents are strong. There is a good exchange of information between home and the setting. The childminder finds out about children's experiences and their home life so that she can provide them with new experiences. For instance, children enjoy time outside and explore their local environment daily. They enjoy visiting the local shops and parks as they learn about their community and how to keep themselves safe.

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need to do better?

n Self-evaluation is effective. The childminder and co-childminder work well together to evaluate the setting and reflect on what they do. They seek the views of parents to drive forward improvements. n The childminder keeps her knowledge and skills up to date through attending various training courses and network meetings. She brings what she has learnt back to the setting to influence the activities she provides for children. The childminder is keen to develop her practice further and has plans to undertake further training.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

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 and is aware of wider child protection issues. She can identify the signs and symptoms which might indicate a child is at risk of abuse or neglect. She understands the correct procedures to follow and who to contact should she have any concerns about children's safety or welfare.

p.3

should:

n give children more time to follow their own interests in their play to fully support their engagement and focus.

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Setting details

Unique reference number EY549197 Local authority Wakefield Inspection number 10133827 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 3 Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and childminds from another registered childminder's home in Featherstone. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 spoke to, and interacted with, children during the inspection. n The inspector took account of the views of parents through written feedback provided. n The inspector held a number of discussions with the childminder. She looked at a sample of documentation, including evidence of the suitability of persons living and working in the household.

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Inspection activities

30 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

30 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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