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 are warmly welcomed into this familiar environment by the childminder, who nurtures their individual personalities. They feel safe and their emotional and care needs are well met. The childminder has high expectations of children's behaviour. They follow instructions well and tidy up toys when requested. The childminder reminds children to share and take turns, and praises them when they do this independently. For example, when moving a car, they pull the car backwards and aim it towards the child whose turn it is next. They then wait patiently for their turn. The childminder praises children and they proudly announce 'we are good at taking turns'. Children enjoy reading familiar stories with the childminder. This helps to support their language and communication development. For example, the childminder reads a popular story and each time she reads the words 'a squash and a squeeze' the children cuddle together with the

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The provision is good

The childminder provided thoughtful support to children and their families throughout the COVID-19 pandemic. She has kept in touch with them during the first national lockdown, including those who were new to the provision. The childminder made weekly calls to maintain good relationships and to offer ideas for the families to share with their children. The childminder has carefully planned trips that she undertakes with the children since restarting. They walk on the moors and visit the duck pond and the lambs. This access to the fresh air helps to minimise the risk of infection.

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need to do better?

n Children have good opportunities to develop their independence. The childminder gives them encouragement, helping them to build confidence and empowering them to do things for themselves. For example, children confidently make marks with pencils and pens, showing their skills as they form lines and circles. Older children persevere when writing their names, showing positive attitudes to learning. These skills help them to be ready for school. n Children's language and communication skills are progressing well, overall. They listen to stories, showing their knowledge of characters and well-known phrases. The childminder asks children questions as they play and discover. However, the childminder does not always make good use of songs and rhymes to help to develop younger children's communication and language skills further. n The childminder helps to support children's understanding of the importance of

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need to do better?

living a healthy lifestyle. For example, children independently wash their hands before mealtimes and enjoy healthy fruit snacks and water. The childminder provides healthy choices for breakfasts, lunches, and main meals, which children enjoy. Children enjoy playing outdoors in the safe, well-resourced environment.

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need to do better?

2 December 2021 They develop their physical skills and enjoy being active in the fresh air. n The childminder continually reflects on her practice. She regularly meets with her co-childminder to discuss best practice. The childminder provides parents with questionnaires, which are also reviewed as part of the self-evaluation process. n The childminder knows children well. She understands how children learn and recognises any possible gaps in their learning. The childminder completes observations of children's learning and then identifies the skills they need to learn next, to ensure all children make good progress. n Children's mathematical knowledge is supported well, overall. For example, children use positional language to describe where their friends and visitors are sitting at the table. Older children enjoy naming shapes and their simple properties, and count accurately to 20. However, sometimes, the childminder

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need to do better?

misses opportunities to support younger children to practise counting while they play. n Parent partnerships are good. Parents speak highly of how the childminder shares information about their children's progress, using a report they receive each term. Parents say they are able to support children with the skills they are developing and address any possible gaps in learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her role in keeping children safe. She keeps up to date with mandatory safeguarding training and reviews child protection and safeguarding policies regularly. The childminder has a good understanding of the possible signs that may indicate a concern, including abuse and exposure to extreme views or behaviours. She knows the procedures to follow to report concerns. The childminder prioritises children's safety. For example, she regularly checks on children who are sleeping and completes fire drills.

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should:

n implement more effective ways to help further develop children's communication and language skills n develop further the curriculum for mathematics, to help children to develop their counting skills.

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Setting details

Unique reference number 2518856 Local authority Kirklees Inspection number 10206560 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 12 Number of children on roll 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She lives in the Meltham area of Holme Firth, near Huddersfield, West Yorkshire. The childminder works alongside her husband as a co-childminder. She operates her childminding service from Monday to Friday, 7.30am to 6pm, all year round, excluding bank holidays and family holidays. The childminder holds an appropriate qualification at level 5.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The inspector and the childminder completed a learning walk together to discuss the childminder's intention for children's learning. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector observed the quality of education being provided indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and the inspector evaluated the effectiveness of a planned activity. n The inspector spoke to several parents during the inspection and took account of their views. n Relevant documentation was reviewed by the inspector, including evidence of suitability checks and paediatric first-aid qualifications.

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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

2 December 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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