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

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The provision is good

Children develop close and trusting relationships with the childminder. They are happy, safe and confident in her care. The childminder positively promotes children's sense of belonging and emotional well-being. Children often approach the childminder for a cuddle and their behaviour is good. They listen and respond well to the childminder's instructions. For example, children get their shoes to get ready to play outdoors. The childminder gives children continuous encouragement and praise for their achievements.

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The provision is good

The childminder plans a variety of experiences and outings, such as visiting the local children's centre and trips to the park. This helps to enrich children's lives and helps them to learn about the local community. The childminder also regularly meets other childminders to help promote children's social skills and develop their relationships with others. Children are respectful of people's differences and enjoy regular opportunities to explore and learn about cultural festivals, such as Chinese New Year.

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The provision is good

Children have a positive attitude to their learning. They make choices about what they want to play with or do. For example, when children are outdoors, they enjoy riding bicycles and take part in searching for dinosaurs that have been buried in soil. Children develop their small-muscle skills as they use tongs to grasp the dinosaurs.

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need to do better?

n The childminder demonstrates a genuine enjoyment of her work. She happily talks about what she and children are doing to provide a rich language experience. For example, the childminder introduces new words, such as 'spiky', when reading a story about a dinosaur to young children. Children show excitement during familiar stories. The childminder explains that she asks lots of questions to encourage children to respond and develop their speech. n The childminder forms strong relationships with parents. She works closely with parents to gather detailed information about their child before they start. The childminder shares information about their child's activities and care arrangements through face-to-face discussions and electronic messages. This includes photos of their children playing. The childminder celebrates children's achievements with parents and provides information about their children's next

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need to do better?

steps in learning. Parents are highly complimentary about the childminder. They describe her extra support as a 'wonderful caregiver' with a 'caring nature'. n The childminder supports the development of mathematics well. She encourages discussions about numbers and size as children play. For example, children count how many trains they have and discuss the size of their pieces of apple at

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need to do better?

7 April 2022 snack time. They gain good skills that prepare them well for future learning and moving on to school. n The childminder's observations and knowledge of children helps her to support them to make good progress in their learning. She is clear about what she wants children to learn. However, on occasions, the childminder does not use her knowledge of children's spontaneous interests and preferences to support their learning further. n The childminder supports children to be independent. For example, older children wash their hands and help to make their own lunch. Younger children develop good hand-to-eye coordination and enjoy pouring their drinks from a teapot into a cup and saucer. Children enjoy healthy, wholesome and nutritious snacks and meals that support their well-being. n The childminder is keen to continue with her professional development. She attends online training, which helps her to strengthen her knowledge and build

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need to do better?

on her teaching skills. For example, she has completed training on the early years foundation stage, and about observation and assessment. This is in addition to regular mandatory training. n The childminder has started to evaluate her setting, by holding discussions with children and observing them. However, she does not currently gather parents' opinions effectively to capture their views. n The childminder has formed effective partnerships with other settings that children attend. She shares information about children's learning and progress and gathers information from them, to provide continuity in children's development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the procedures to follow should she have any safeguarding concerns. She recognises the possible signs and symptoms of abuse or neglect, including those relating to broader safeguarding issues. The childminder keeps children safe and promotes their welfare. She knows who to contact if she has concerns about the welfare of a child. Children learn how to manage risks and keep themselves safe. For example, the childminder encourages children to climb down the steps in the garden carefully.

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should:

n provide children with more opportunities to increase their skills through activities based on their current interests n strengthen self-evaluation to include the views of all parents and drive continuous improvement even more effectively.

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Setting details

Unique reference number 2515757 Local authority Wakefield Inspection number 10207909 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 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Ryhill, Wakefield. She operates all year round from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 setting. n The inspector observed the quality of education during activities indoors and outdoors, and assessed the impact this has on children's learning. n The childminder completed a joint evaluation of an activity with the inspector. n The inspector held a number of discussions with the childminder and spoke to children during the inspection. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through the written feedback provided.

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Inspection activities

7 April 2022 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

7 April 2022 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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