Childminder in Kirklees

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 form secure relationships with the childminder, and enjoy her close and engaging interactions. They happily explore her safe and rich environment, choosing toys and games that interest them. Children develop their small-physical skills through many areas of play. For example, they pour water on small herbs and plants in the kitchen and use a variety of tools to shape play dough. Children follow clear boundaries and know the order of their routines. They bring toy boxes to the childminder to help tidy up when they are finished with an activity. Children are independent and behave extremely well.

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The provision is good

The childminder continued to communicate with parents throughout the COVID-19 (coronavirus) pandemic. Parents are fully aware of what their child is doing each day and how they are progressing. The childminder has high expectations for children, especially when preparing them for their move on to school or other changes in their lives, such as new siblings at home. Children learn to regulate their feelings and understand how their actions can impact others. The childminder uses books and tools to support children's mindfulness and their emotional and mental well-being. As a result, children are secure in themselves and calmly approach new tasks.

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need to do better?

n Children develop communication skills throughout their play. The childminder uses a wide variety of vocabulary for children to copy as they develop their ability to speak. Children take an interest in books and songs, building on their understanding of words and the English language. n The childminder knows where the strengths in her practice lie. She regularly identifies areas to develop next, often in line with the interests or needs of the children in her care. As a result, children's individual requirements are supported well. They make good progress across the well-planned curriculum. n Children have many opportunities to learn how to be clean and healthy. They enjoy a range of fruit and home-cooked meals as part of a balanced diet and are encouraged to try new things. For example, children have recently enjoyed tasting more unusual fruit such as grapefruit. The childminder aims to give children experiences in all aspects of their learning that they may not get within

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need to do better?

their home environment. Additionally, children develop their muscles in the outdoor area or when taking trips to play gyms and parks. Children wash their hands regularly throughout the day. n Children are aware of the diverse society they live in. They learn about festivals, additional needs and differences in people's appearance. The childminder gives children opportunities to use their imaginations through role-play games to learn about people who care for us in the community. However, on occasion, the

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need to do better?

30 July 2021 childminder gender stereotypes these roles. For example, she uses terms such as 'fireman' or 'binman'. This prevents children consistently learning that everyone has the same opportunities in life and should be valued equally. n The childminder helps children understand and express their emotions. She values their personal, social and emotional development highly. Children enjoy playing with the doctor's kit and helping to look after dolls. They give them 'magic cream' and give them lots of cuddles and kisses. Children show empathy from a young age. n The childminder enjoys spending focused time with children during their play. She offers them new resources and ideas during activities to extend their learning further. On occasion, however, she can over-direct and over-challenge the children's ability to process each stage of learning. Additionally, children sometimes become disengaged and unresponsive to the fast-paced questions

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need to do better?

asked by the childminder. The childminder has recognised this as an area of development. She wishes to work on giving children time to think, and be able to respond in their own ways to the new things they are being taught or asked about. n The childminder has strong relationships with parents. Children benefit from the childminder gathering information from the start relating to their interests. The childminder finds out what children can do already. She uses this information to extend children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder regularly updates and refreshes her safeguarding training and policies and procedures for her setting. She has secured her knowledge and understanding of how to protect children from harm and recognise signs for concern. The childminder is aware of wider child protection issues, such as extreme views and exploitation. She is clear on her responsibility to report any worries for children's welfare and safety. The childminder ensures that she keeps a secure home and has completed a relevant paediatric first-aid qualification. She knows how to respond to and record accidents. The childminder knows how to keep children safe on and off her premises.

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should:

n adopt non-gender stereotyping vocabulary consistently when talking to children n give children time to think and make their own responses to questions and situations.

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Setting details

Unique reference number EY552487 Local authority Kirklees Inspection number 10174473 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 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in the Linthwaite area of Huddersfield. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childminding qualification.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector and the childminder completed a learning walk around all areas of the setting to understand how the early years provision and curriculum are organised. n The inspector took account of the views of parents through the written and verbal feedback provided. n The inspector observed the quality of education delivered during activities and assessed the impact this has on children's learning. n The inspector and childminder held a number of discussions at suitable times during the inspection.

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Inspection activities

30 July 2021 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 July 2021 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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