Childminder EY407068

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

The childminder provides a warm, friendly environment for children and their families. She gathers extensive information from families about children's specific care needs and routines. Young children smoothly settle in and benefit from the flexible approach. Children develop good personal, social and emotional skills. They show they feel safe and develop confidence in their own ability. The childminder prepares the environment based on children's interests and provides activities which they enjoy. Children are keen to explore and participate in experiences. However, the childminder's teaching is not sharply focused on helping children achieve the next stages in their learning.

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The provision is good

The childminder regularly gathers feedback from children and parents. This helps her to make changes and improvements to her setting. For example, children showed an interest in sharing information about their home lives and families. They work together to make a photograph display. This helps them to feel valued as individuals and learn about similarities and differences in people. The childminder has developed relationships with other professionals who work with children, such as teachers in school. She shares information with them to promote continuity of learning for children.

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need to do better?

n The childminder creates a welcoming environment where children feel listened to and valued. For example, she talks to children about their morning at school and encourages them to share their feelings and experiences. Older children take an active part in deciding on activities they would like to try each day and the childminder ensures she prepares resources for them. Children become independent learners and enjoy making choices. n The childminder spends time getting to know children and finding out about their likes and experiences. She provides children with a range of new activities and opportunities to extend their learning. For example, she encourages young children to try exploring sensory resources and develop their creativity. n The childminder understands the importance of preparing children to start school. She ensures children are working in the stages typically expected for their age across every area of their development. Older children develop their

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need to do better?

early literacy and mathematical skills. n Children benefit from the consistent praise given by the childminder. They seek her interaction throughout the morning and show they have a secure bond with her. Children have high levels of self-esteem and their behaviour is very positive. n The childminder helps children to learn about the importance of making healthy choices and practising good hygiene. Young children take an active part in thoroughly washing their hands with soap and water. They enjoy choosing fresh

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need to do better?

16 March 2020 fruit for their snack and are encouraged to be well mannered as they sit at the table. n The childminder encourages children to develop their language skills and models new words to them as they play. Young children delight in moving the cars around the small garage and park them in the numbered bays. The childminder models mathematical language to them and children to begin to say number names. There are opportunities to extend children's achievement even further by focusing teaching on their specific learning goals. n Parents and children leave very positive feedback for the inspection. Children state they love the smiles they always get from her, and how she makes sure they always have fun. Parents are particularly pleased with their children's speech and language development. n The childminder regularly reflects on her practice and accesses training to develop her skills. For example, she has developed her understanding of how to

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need to do better?

support children with special educational needs and/or disabilities. However, the childminder does not fully reflect on how training can be used to enhance her teaching for all children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder prioritises children's safety and well-being. She updates her child protection training regularly and ensures she has the most up-to-date knowledge of the legislation and guidance provided. The childminder has robust procedures to follow if she has concerns about a child's welfare. She knows how to recognise the signs of potential abuse and wider safeguarding concerns such as female genital mutilation. The childminder completes regular risk assessments and discusses emergency procedures with children. This helps them to learn how to keep themselves safe.

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should:

n focus teaching more sharply during young children's play and planned activities to help them make even more progress n evaluate the impact of professional development and use new skills to enhance teaching for all children.

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Setting details

Unique reference number EY407068 Local authority Wakefield Inspection number 10074436 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 1 February 2016

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Information about this early years setting

The childminder was registered in 2010 and lives in Wakefield, West Yorkshire. She operates all year round, Monday to Friday, except bank holidays and family holidays. The childminder has a level 3 qualification in early years. She provides funded early education for two-year-old children and supports those who speak English as an additional language.

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Inspection activities

n Ofsted is aware of the challenges that Covid-19 is currently posing to those we inspect. During this visit, the inspectors took into consideration the impact of any measures being taken to slow the spread of Coronavirus by the setting. This has included the effect these measures have had on the current attendance of the children and staffing arrangements. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n A joint observation was completed by the childminder and inspector during planned activities indoors. n The inspector looked at relevant documentation, such as evidence of the childminder's suitability to work with children. She discussed children's learning and development with the childminder. n Parents provided written feedback. The inspector took account of their views. n The inspector spoke to the childminder and children throughout the inspection.

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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 March 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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