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

p.1

The provision is good

Children settle quickly and are happy at this welcoming and homely setting. Children's emotional well-being is a high priority for the childminder. The childminder is cheerful and friendly, and develops warm relationships with children and families. This helps children to feel relaxed and parents to develop trusting relationships with the childminder. The childminder and her assistant have created a safe and secure environment in which children play and learn together.

p.2

The provision is good

The childminder is clear about what she wants children to learn and experience. She creates environments and plans stimulating activities to support children's learning through the interesting curriculum. Children's behaviour is good. They have positive attitudes to their learning. Children are excited to join in planned activities and concentrate for long periods. This is because the childminder knows children well and her planning reflects their interests and next steps in learning.

p.2

The provision is good

Parents no longer enter the setting due to the COVID-19 (coronavirus) pandemic. The childminder chats with parents outside and sends information home through an online application. Parents comment positively that this communication helps them know what their child is learning. During the first national lockdown, the childminder sent home packs of resources with website links to children's activities. This helped parents to support their child's learning at home.

p.2

need to do better?

n The childminder has very recently appointed an assistant, who is new to working with young children. The childminder has carried out an induction with her assistant, who is keen to learn more about the early years. Although, she has not yet planned a programme of support to develop her assistant's knowledge and skills. The assistant is kind and gentle as she reads stories to children and cares for babies. However, she is not yet fully confident in extending children's learning without the direction of the childminder. n The childminder uses books effectively to extend children's learning while they play. For example, she uses an information book about dinosaurs while children 'stomp' pretend dinosaurs in gloop. The childminder shows pictures of the different types of dinosaurs, reads their names and talks about what they like to eat. She introduces new words, such as 'herbivores'. This helps to widen

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need to do better?

children's vocabulary. n Babies rest in the shade or a comfortable, sensory area. They learn to focus as they watch older children play. Children smile as they learn to communicate happily as they play peekaboo with adults and older children. The childminder teaches young children words, such as 'hot, burn and utensils', as children pretend to cook in the play kitchen.

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need to do better?

12 August 2021 n Children develop their physical skills in exciting ways at the setting. For example, they build strength in their arms and shoulders as they climb across monkey bars. Children concentrate for long periods as they build muscles in their hands, squeezing pipettes to fill them with water. Children then delight as they squirt jets of water out again. n The childminder provides children with healthy food and drinks. She has high expectations of children's independence skills. For example, the childminder encourages children to help to make their own sandwiches for lunch by spreading butter and selecting fillings. The childminder uses opportunities throughout the day to teach children mathematical language. For example, she asks children to fold bread and cut cucumber slices in 'half'. The childminder helps children to count bricks and learn the names of shapes as they build towers. n The childminder plans for children learn to care for animals, plants and the

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need to do better?

planet through books, themed days and hands-on experiences. For example, children learn to care for the childminder's pets. The childminder teaches children to hold animals carefully and to wash their hands afterwards. Children read books about the earth, and learn to recycle plastic and not to throw rubbish on the ground. n The childminder takes children on outings to broaden their experiences and help them learn about the community. She provides books and puzzles so that children can see pictures of people who look different to themselves. This helps children to learn about diversity.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant understand their safeguarding and child protection duties. They have appropriate policies to follow should they be concerned about the welfare of a child. The childminder is proactive and acts on her duty to keep children safe and protect them from harm. She has attended a wide range of training on child protections issues, which helps her keep up to date. The childminder has put effective measures in place to ensure that the setting is very secure. The childminder and her assistant check the environment daily to make sure that it is free from hazards before children go outside to play.

p.3

should:

n plan a programme of support to develop the assistant's knowledge of the early years foundation stage and extend her skills in supporting young children's learning.

p.3

Setting details

Unique reference number EY555438 Local authority Wakefield Inspection number 10174818 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 5 Number of children on roll 18 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018. She works with an assistant in the Kirkhamgate area of Wakefield. The childminder operates all year round, Monday to Friday from 7.30am to 5.30pm, except for bank holidays and family holidays.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in her evaluation of the provider. n The childminder and inspector completed a learning walk together. n The inspector observed the childminder and assistant working with children and considered the impact of this on the quality of education. n The inspector spoke to parents, read written feedback from parents and took their views into consideration. n The inspector looked at a range of documentation and considered the suitability of those living at the setting.

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Inspection activities

12 August 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

12 August 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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