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 Good

p.1

The provision is good

Children arrive happy, relaxed and ready to play. They wave goodbye as their parents leave. The childminder is well prepared for them and they easily find resources of interest that challenge them. For example, toddlers find a mechanical toy. They twist, press and turn buttons to make animals pop up. When they struggle with the sliding button, the childminder shows them how to do it. They are so proud when they achieve this that they repeat it again and again.

p.2

The provision is good

Older children show good levels of independence. For example, on arrival from nursery, they remove their coats and shoes and put them away. Then they change from their uniform into their everyday clothes before going off to decide what they want to do.

p.2

The provision is good

Children have a varied day and regular fresh air. They visit the livery yard nearby and help change the horses' drinking water. Children plant and tend vegetables, such as sweet peas and cucumbers. The childminder makes good use of group activities to promote children's social skills. As a result, older children stay calm when toddlers take a toy from them and leave them to play with it. The childminder praises them for their kindness to the little ones who are still learning to share.

p.2

need to do better?

n The childminder greets parents and children with a smile and invites them into her setting. Parents see the close relationship that is evolving between the childminder and their children. They say they are very happy and feel their children are safe n When children become unsettled, they have the full attention of the childminder, who is patient and caring. She cuddles and soothes them with softly spoken words of reassurance. n Toddlers explore the toys in the knowledge that the childminder is nearby. They become engrossed but after a few minutes they look around to make sure she is still there. This helps them to feel safe. n Children sit close to the childminder as she reads them a story. She encourages them to turn the pages and talks about what they can see in the illustrations. They occasionally point and name the characters themselves. She listens carefully and repeats some words, so they hear the correct pronunciation.

p.2

need to do better?

n The childminder is keen to engage parents in children's learning and development. Before children start, she gathers the relevant information she needs to meet their individual care and learning needs from their first day. The childminder continues to involve parents through her expectations for them to exchange information with her on a regular basis. This helps to keep them both

p.2

need to do better?

4 February 2020 up to date with children's development and what they need to learn next. n Children develop the confidence to have a go and join in competitive games, such as a simple game of snap between two. This is one way that the childminder begins to help children understand the concept of winning and losing. Over time children also learn how to share and take turns. n Children learn about technology and use it to search for pictures of ingredients they need for baking. They make a shopping list from the pictures and use it as an aid to find the items in the shop. n The childminder puts out resources for the children who will be attending. She checks them and makes sure they are suitable for children to select for themselves. n The childminder does not find out what children are learning at settings with which she shares their care. Consequently, she is not able to complement this learning in her setting.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder gives priority to children's safety and well-being. She has kept up to date with safeguarding and child protection issues. The childminder can describe different types of abuse and possible signs and symptoms. She knows what to do if she feels that a child is at risk of harm or abuse. The childminder understands her role regarding the 'Prevent' duty and protecting children from wider issues, such as radicalisation and extremism. The childminder keeps her home secure. This helps to keep children safe.

p.3

should:

n explore ways to engage settings which share the care of children, so that the children benefit from a shared approach to their learning.

p.3

Setting details

Unique reference number EY229915 Local authority Wakefield Inspection number 10066487 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 11 Total number of places 6 Number of children on roll 7 Date of previous inspection 23 October 2015

p.4

Information about this early years setting

The childminder registered in 2003 and lives in Walton. She operates her service all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays including Christmas and New Year. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector observed the quality of teaching and learning and assessed the impact this has on children's learning. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector looked at children's records and a range of other documents, including training certificates and suitability checks. n The inspector spoke to parents and took account of their views.

p.4

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.

p.4

Inspection activities

4 February 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.5

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Inspection activities

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

p.5