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

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The provision is good

Children are safe, happy and settled in the childminder's care. They are independent and excitedly follow their interests, choosing resources to support their play. The childminder is attentive and provides good levels of support to help children to acquire new skills and knowledge. For example, she introduces descriptive language and teaches children how to pronounce words correctly. The childminder asks a good range of thought-provoking questions and engages children in meaningful conversations. Children's language and communication skills are developing well.

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The provision is good

The childminder plans interesting and challenging activities that she knows children will enjoy. She offers encouraging words and constantly praises children to boost their confidence and self-motivation. Children have a positive attitude to learning and persevere during activities. They listen to the childminder, follow her instructions and behave well. Children develop the skills and attitudes they need for their eventual move to nursery and school.

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The provision is good

Children are self-confident and clearly feel secure in the homely environment. They proudly dress up in doctors' coats and play imaginatively as they pretend to care for poorly dolls. The childminder is supportive and skilfully models role play. She offers ideas and guidance to help children to build on their storylines.

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need to do better?

n The childminder has a caring and patient manner. She personalises settling-in arrangements to ensure that children feel secure from the outset. Children develop strong bonds with the childminder and display high levels of confidence in new situations. They playfully hide in the hallway and laugh and giggle as the childminder peeks around the door. n The qualified childminder knows how children learn. She is keen to continue to strengthen her teaching skills further and participates in a good range of professional development activities. For example, the childminder has developed a greater understanding of how to identify and respond to repeated patterns in children's behaviour. n Children are interested in books and look at them independently. They cuddle up with the childminder to share stories and talk about the illustrations. The childminder often takes children to the local library, where they engage in story

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need to do better?

sessions to help foster their love for books. n The childminder knows children well. She closely monitors their progress and sets precise targets to help them to move on to the next stage of their learning. Children make good progress from their starting points. n Partnerships with parents are good. The childminder sends photographs to

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need to do better?

10 February 2020 parents and provides them with daily feedback to help them to share in their child's experiences. She finds out about children's interests and learning at home and uses this information to inform her planning. Parents praise the childminder's dedication and say that they are very happy with her service. n The childminder has some effective systems in place to share information with other providers, when children move between settings. However, she does not exchange detailed information about children's ongoing learning with settings, where shared care is provided. n The childminder reflects on her practice well to drive continued improvements. For example, she asks parents and children to complete satisfaction questionnaires and uses their feedback to plan relevant developments. n Children are beginning to categorise objects and show an interest in shape as they balance bricks to create simple structures. They show resilience, as they try

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need to do better?

different techniques to make their structures more stable. The childminder encourages children to name colours and helps them to sort objects into groups. However, she occasionally misses opportunities to help children to count to extend their mathematical skills further. n Children enjoy a range of healthy food and have daily opportunities to play outside in the fresh air. They benefit from trips into the local community, where they mix with other children and develop their social skills. The childminder consistently and positively reinforces her behavioural expectations. She helps children to explore emotions and discuss feelings as they engage in imaginative role play.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to keep children safe and has completed relevant safeguarding training. She recognises the signs of possible abuse and is alert to wider safeguarding issues. The childminder knows what to do and who to contact if she has any concerns about children's welfare. She checks her premises each day to make sure that any potential hazards are identified and removed. Her home is secure, safe and hygienic.

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should:

n extend links with other settings that children attend and share information to promote greater consistency in children's learning n provide increased opportunities for children to count to build on their mathematical skills further.

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Setting details

Unique reference number EY441068 Local authority Wakefield Inspection number 10072164 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 2 to 10 Total number of places 6 Number of children on roll 8 Date of previous inspection 2 July 2015

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Information about this early years setting

The childminder registered in 2012 and lives in Pontefract. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The inspector completed a learning walk with the childminder and had discussions with her to understand how she organises her early years provision. n The childminder jointly evaluated an activity with the inspector. n The inspector observed the quality of teaching during activities indoors and outside and assessed the impact this has on children's learning. n The inspector talked to the childminder about her self-evaluation and plans for improvement. She looked at evidence of the suitability of members of the household and other relevant documentation, including her first-aid qualification. n The inspector talked to the children and looked at written feedback from parents.

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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

10 February 2020 10 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.

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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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