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 Good

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The provision is good

Children enjoy good relationships with the childminder in this happy, safe setting. The childminder has good links with parents, and information from home is regularly shared about the interests and experiences of the children. Children are confident to suggest which resources they want to use. They happily play alongside the childminder, responding to the relevant questions and information she skilfully shares. For example, children play with dolls and the childminder teaches them how to wind the dolls. She also encourages children to think about what the dolls will need when they go out for a picnic. This encourages critical thinking and builds on the knowledge the childminder has about the children in her care.

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The provision is good

The childminder has a good understanding of children's developmental needs and plans her curriculum effectively to meet these. She makes excellent use of the local environment in meeting children's needs and supporting her curriculum. For example, she takes children to the supermarket to teach them about numbers and counting. The childminder has high expectations for children in her care and this means that behaviour is good and children have a positive attitude to learning. The childminder sensitively corrects children when needed. For example, when a child refers to 'upside down eggs', the childminder explains that the child means fried eggs.

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need to do better?

n Through establishing good relationships with parents, information-sharing is strong. Parents report that they feel that the childminder communicates any development achievements or any concerns about children. They state that she 'goes above and beyond' what they expect. n As a result of her good links with parents and her observations of the children, the childminder knows the children in her care very well. This means that she has trusting, respectful relationships with the children. She includes the children's interests in her curriculum, skilfully identifying where children's learning can be extended. n Behaviour in the setting is good. Children are respectful and positively approach others. They display a good attitude towards learning. This is promoted by the childminder as she shows a genuine interest in children's play and responds positively to what they say. n The childminder plans her curriculum carefully and effectively to support

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need to do better?

children's learning. She provides interesting activities which engage children. The childminder takes the children on a number of interesting trips. She talks about how going to the local garden centre to visit the animals and to buy plants supports children's understanding of how to care for living things. Children talk about how they enjoy going to soft-play centres. The childminder recognises the

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need to do better?

27 April 2022 benefit of this for children's large-muscle skills. n The childminder consistently introduces new vocabulary to children in meaningful contexts. For example, when children are playing with role play food, the childminder points out celeriac, naming this and telling children that it is a vegetable and can be grated. Additionally, she introduces more complex words such as 'oligarch', with a simple explanation of what this means when the children are playing with bricks. n The childminder provides a safe, healthy environment. She practises good hygiene with the children and provides healthy meals and drinks. n The childminder asks questions during children's play to support their communication and language skills. By allowing time for the children to think and respond, she provides further opportunities for their thinking skills to develop. However, when sharing books with children, the childminder does not

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need to do better?

always question them to check their understanding or allow them to develop their imaginative thinking. n Links with local schools are strong. The childminder supports children who transition to school by doing settling-in sessions with them and by sharing information. However, when children attend other settings that are not local, only initial information is shared. This means that relevant ongoing information, such as children's interests and progress, is not shared to fully ensure they benefit from continuity in their learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is secure in her knowledge of safeguarding children. She talks confidently about the different types and signs of abuse and what she would do if she had concerns about a child. She is aware of the processes that she needs to follow if any allegations were made about herself or a family member. The childminder is aware of wider safeguarding concerns such as county lines and radicalisation. She identifies correctly what she would do if she had any concerns that children in her care were at risk from these. She provides a safe environment and has recently updated her safeguarding training. This means that her knowledge is up to date, which enables her to protect children's welfare.

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should:

n improve questioning of children to check their understanding and encourage imaginative thinking when sharing stories n develop links with all settings that children attend in order to ensure continuity and information-sharing.

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Setting details

Unique reference number 321941 Local authority Wakefield Inspection number 10229439 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 3 Date of previous inspection 18 January 2017

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Information about this early years setting

The childminder registered in 1991 and lives in Wakefield. She operates term time only, from 7am to 6pm, Monday to Friday, except for 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 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 Children communicated with the inspector during the inspection. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views on the childminder's provision with the inspector.

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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

27 April 2022 27 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

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