Sedgwick, Linda

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 happy and safe in the childminder's care. They have strong attachments with her and she is kind, warm and nurturing towards them. Children seek out the childminder for cuddles and to join in with their play. Children request that the childminder reads their favourite story over and over again. The childminder is aminated and energetic as she reads and this helps children to develop a love of books. They eagerly join in with familiar phrases and actions from the story.

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The provision is good

The setting is welcoming and inviting. The childminder has organised it to help children to develop across all areas of the curriculum. Children engage well and play for a long period of time at activities of their own choosing. Children work together and talk confidently. They show good communication and social skills. The childminder has high expectations for all children's learning and development. She has clear intentions for what she would like children to be able to do by the time they leave the setting. She wants children to be happy, confident, independent and enjoy learning.

p.2

The provision is good

Children are well behaved and learn to negotiate and share with one another. They are independent and enjoy the responsibility of carrying out small tasks. For example, children help to prepare their own snack by cutting up their fruit.

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need to do better?

n The childminder observes children as they play and assesses their learning to find out what they know, understand and can do. She identifies any possible gaps in children's learning and plans activities that help to close these. n The childminder uses children's experiences and interests as a guide when she plans activities. For example, following bonfire night, children paint and watch a video about fireworks. The childminder talks to children about their experiences and extends their vocabulary as she introduces words such as 'bang', 'pop' and 'fizz' to describe how the fireworks sound. n Spontaneous activities are used effectively to support children's learning, particularly around the development of mathematical skills. For instance, as children work together to build a track, the childminder supports them to find different-shaped and size pieces of track to make a circuit. She helps children to

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need to do better?

develop their number awareness as they count trains and hand her two or three pieces of track. n The support children receive for their personal development is good. The childminder teaches children to be kind and gentle towards each other and living things. Children show positive and caring attitudes in their play and towards the childminder's dogs.

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need to do better?

8 November 2021 n The childminder makes the most of the local area and is involved in the community. Children go for walks daily and attended various groups, including a song and story time at a local playgroup. This helps children to learn about the world around them and supports their learning well. They interact with a wide range of children and learn about similarities and differences. n Healthy lifestyles are promoted well. Children are active and have plenty of opportunities to be outdoors in the fresh air. Children enjoy a range of home- cooked and nutritious meals and snacks. They learn about the importance of a healthy diet and the effect food has on their bodies through discussions and stories. n Partnerships with parents are strong, overall. The childminder regularly shares children's progress with them. However, she has not fully explored how she can enhance partnerships even further and encourage parents to support their

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need to do better?

children with skills, including toilet training. n The childminder keeps her knowledge and skills up to date through attending regular training and network meetings. She evaluates what she has learned and brings new ideas back into the setting to support children's learning and development. For example, the childminder has introduced new books and stories into her setting following suggestions made during a communication and language course she attended.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to protect children from harm and knows how to keep them safe. She has recently attended safeguarding training to keep her knowledge up to date. The childminder recognises when a child is at risk and knows who to contact, should she need to report any concerns. She also knows who she should contact if there is a safeguarding allegation made against her or a member of her household. The childminder carries out regular checks of her home and garden to help provide a safe environment for children. The premises are secure and well organised.

p.3

should:

n work in partnership with parents to support children's independence, including using the toilet when they are ready for this developmental stage.

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Setting details

Unique reference number 321976 Local authority Wakefield Inspection number 10072873 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 13 Date of previous inspection 11 May 2016

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Information about this early years setting

The childminder registered in 1987 and lives in Altofts. She operates Monday to Friday from 7.30am to 6pm all year round, except for family holidays and bank holidays. The childminder holds a level 3 childcare qualification. The childminder offers early funded education for four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector and the childminder completed a learning walk to understand how the curriculum is organised. n A joint evaluation of an activity was conducted by the inspector and the childminder. n The inspector held a meeting with the childminder. She looked at relevant documentation, such as evidence of the suitability of persons living or working in the household. n Children interacted with and spoke to the inspector during the inspection. n The inspector looked at written feedback from parents to gather their views and opinions about the setting.

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Inspection activities

8 November 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

8 November 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

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