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 Inadequate

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The provision is good

Children arrive and hold their arms out to the childminder. They are relaxed and happy for their parents to leave them as they wave goodbye. Children quickly seek out the other children that arrived before them. They greet each other with smiles. Children are given a choice of what they want to do. They choose to be outside and get busy playing. Children use their good physical skills to negotiate slides, rockers and a climbing frame. They climb onto a garden swing, sit next to each other and hold hands. This shows that they feel safe and are developing the social skills that they need to make friendships.

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The provision is good

Younger children notice that the older children are painting. They stand beside them and decide that they want to do the same. Older children realise that they cannot reach the paint pallet and so they move it closer, telling them that they can now reach their favourite colours. Younger children have a steady grip of the paint brush and make strong downward strokes, which are well controlled. This shows the beginning of the skills they need for writing. They are encouraged to name the colours they are using. Older children show a good sense of humour when the childminder asks what they were thinking of painting. They smile mischievously and chuckle as they answer, 'maybe you'. Children proceed to paint a picture of the childminder and proudly show it to her.

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need to do better?

n Children arrive at staggered times. This gives the childminder time to have a brief discussion with parents before they leave their children with her. This helps the childminder to be prepared for children's individual needs, such as if they have had an unsettled night. n The childminder knows the developmental stages of all the children she provides care and education for. She confidently discusses each child's progress to date. The childminder puts plans in place to help children achieve what she wants them to learn next. n Children develop their early writing skills. They show a genuine interest in writing their name. Children carefully make their own marks on the artwork they complete. They comment that it is their name and proudly show it to the childminder. n The childminder plans the outdoor learning environment to offer children a wide choice of activities and opportunities to explore the wider world around them.

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need to do better?

Children search for pond life in a small pond and look for bugs in a 'bug hotel'. n Children are aware of good hygiene practice. They independently wash and dry their hands before eating, and after using the toilet. Children are polite, and say 'please' and 'thank you' at appropriate times. n The childminder works in close partnership with parents. She ensures that

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need to do better?

21 June 2022 parents understand the importance of sharing information with her. The childminder carries out sensitive observations of children's progress. She speaks with parents about any concerns that she has about their children's development. This helps the childminder and parents to identify what to do next to get the extra support children need to achieve the best they can. n The childminder makes sure that children hear the good language that they need to become good communicators. She actively listens to what children have to say, and repeats key words and sentences using the correct pronunciation. n Children are well behaved and have good levels of self-control. Older children are happy to share resources with younger children. Younger children seek out others to see what they are doing. They choose to share experiences and join in with them. n The childminder shares information with schools that children move on to.

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need to do better?

However, there is scope to enhance these partnerships so that they become more highly effective and offer a more cohesive way of working to achieve the best outcomes for children. n Children paint their hands and make a picture with hand prints. The interaction from the childminder shows them that she values their work. The childminder comments that they have painted a moustache on their face. She brings them a mirror to look at it. Children find this funny and have a photograph taken to show their parents.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Since the last inspection, the childminder has vastly improved her knowledge and understanding of how to safeguard children from abuse or neglect. She is clear about the procedures she must follow, including what to do in the event of an allegation against an adult. The childminder knows the difference between the roles of the designated officer and social care. She confidently discusses the 'Prevent' duty, and understands that it is to help protect children who may be vulnerable to extremism and being drawn into terrorism. The childminder makes sure that all required documentation is in place.

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should:

n find ways to engage with other settings that children attend so that children fully benefit from a shared understanding and common approach to their individual learning needs.

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Setting details

Unique reference number 2544133 Local authority Wakefield Inspection number 10230137 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 8 February 2022

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Information about this early years setting

The childminder registered in 2019 and lives in Wakefield. She operates all year round from 8am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She occasionally works with an assistant, who is also a household member.

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Inspection activities

n The inspector observed the quality of education during activities indoors and outdoors. She assessed the impact this has on children's learning. n The childminder described her curriculum to the inspector and discussed what she wants children to learn next. n The childminder assessed an activity with the inspector and discussed her own assessment of the quality of education that she provides. n The inspector looked at relevant documentation, and evidence of the suitability of the childminder, assistant and household members. n The inspector spoke with children and took account of their views. n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting.

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Inspection activities

21 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

21 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

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