Childminder in Calderdale

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

The childminder provides a real home-from-home environment, in which children form secure relationships. Children receive lots of praise. The strong relationships between the childminder and the children mean that children's self-esteem and confidence are supported well.

p.2

The provision is good

Children have the opportunity to experience lots of activities in the local community. They visit the park, library and local shops. This helps children with their physical development. Furthermore, children develop their social skills as they meet new people. The childminder uses her close links with the local community. For example, children regularly visit a farm and feed the pigs.

p.2

The provision is good

Children learn to develop their independence skills, such as putting on their clothes and shoes. Older children are developing independence in managing their self-care needs, such as toilet training, in preparation for their eventual move to school. Children learn good hygiene practices. They learn to wash their hands before preparing food and eating. This supports children to gain a good understanding of how to keep themselves healthy and safe.

p.2

The provision is good

Children behave very well at this setting. They say 'please', 'thank you' and 'please may I have...' when speaking. The childminder models good manners. She provides age-appropriate explanations to aid children's understanding. This supports children to regulate their own behaviour.

p.2

need to do better?

n Children's speech and language development is good. They chat as they play, describing the blueberries as 'squishy' and 'hard' during snack time. Children communicate their needs, likes and dislikes to the childminder, asking for watermelon and a coconut as they discuss the menu planning for the following week. n Children have the opportunity to experience real-life activities, such as shopping together. They use a scanner as they look for the barcode. They understand that the scanner adds up all of the prices of everything in order to pay at the end. This helps to develop children's understanding of technology, as well as their hand-eye coordination and future life skills. n Children plant and help to grow their own fruit and vegetables in the outdoor area. They are excited to show what they have planted already, especially how well the beans are growing. The childminder uses the children's interest in

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need to do better?

growing plants to show how to maintain a healthy diet. She encourages them to eat an array of healthy foods and provides them with nutritious snacks and meal choices.

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need to do better?

17 June 2022 n The childminder supports children's mathematical understanding effectively. For example, as children prepare fruit for snack, they are encouraged to count the grapes. The childminder uses language such as 'half' and 'quarter', when looking at sections of a watermelon. n The childminder has constructed a curriculum that is designed to support children's learning and give them the knowledge to succeed and make good progress. She has created an environment indoors and outdoors that supports this to good effect. Children learn from many real-life experiences, such as visiting the farm. However, the childminder does not always implement this curriculum effectively. Her planning does not always focus precisely enough on building on what children already know and can do. Therefore, at times, children are not challenged in their learning. n The childminder has established strong partnerships with parents. Parents speak

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need to do better?

positively about the childminder. For example, they say, 'My child is settled. We love that she goes to the family farm. Every day she learns something new.' The childminder consistently shares information with parents. This helps them to know how and what their children are learning and how to further support their development at home. n The childminder has completed a number of online training courses. She continuously improves her knowledge and skills. She plans her professional development to help her to further support the children in her care. The childminder is aiming to complete training with regard to mental health, to further support children following the COVID-19 pandemic.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of how to keep children safe. She knows the procedures to follow should she have any concerns about children. The childminder is vigilant about the signs that may indicate a child is at risk of harm. She completes regular training to keep her knowledge up to date. She is aware of a wide range of child protection issues, such as exploitation, extremism, radicalisation and county lines. The childminder carries out regular checks of her home and garden to ensure she provides a safe environment for children.

p.3

should:

n ensure that planned activities focus sharply on challenging children to build on what they already know and can do so they make even better progress.

p.3

Setting details

Unique reference number 2555168 Local authority Calderdale Inspection number 10225963 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2020 and lives in Stainland, Halifax. She operates Monday to Friday, from 8am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3.

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 Children spoke to the inspector about what they enjoyed doing while with the childminder. n The childminder provided the inspector with a sample of key documents on request. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this was having on children's learning. n The inspector observed interactions between the childminder and the children. n Parents shared their views on the childminder with the inspector.

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Inspection activities

17 June 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

17 June 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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