Childminder in Kirklees

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children thrive in the setting and make excellent progress from their initial starting points. They are inquisitive learners and enjoy exploring the environment together with their friends. The childminder and her assistants have an in-depth knowledge of each child's capabilities and provide a challenging curriculum that sparks children's interest. The impact of the curriculum is clear to see, as is the high- quality education.

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The provision is outstanding

Children enjoy a challenge and regularly test out their ideas and work collaboratively together on tasks. Interactions with children are of high quality and successfully build children's confidence and self-esteem. The childminder and her assistants encourage children to share their ideas with one another and to consider how they can overcome difficulties. For example, when a wheeled toy gets stuck, they talk about how they can free it and the best way to go about it. More children come to offer their help and together they solve the problem.

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The provision is outstanding

Children's behaviour is exemplary. They are kind and considerate to one another and in tune with others' emotions, understanding how their behaviour may impact on others. When children returned to the setting, following time off during the COVID-19 pandemic, children's communication and language were prioritised. Careful consideration was also given to drop-off and collection times, to ensure these were managed safely and continued to meet children's individual needs, particularly in terms of their emotional well-being.

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need to do better?

n The childminder and her assistants have high expectations for all children and what they can achieve. Children with special educational needs and/or disabilities (SEND) get the help and support they need through timely interventions and by getting professionals on board quickly. n Children engage in purposeful play, and opportunities are built into the day to allow them to practise and develop their skills to deepen their knowledge. An excellent balance is struck between allowing children to follow their interests and incorporating the skills the childminder wishes them to learn as part of their next steps in learning. n Children are constantly learning and trying new things. They learn about growth, decay and sustainability as they plant their own fruit and vegetables. Activities include regrowing their own celery from the normally discarded base. Children talk about the small changes they can make to help look after the planet. They

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need to do better?

learn about solar power and see how a solar panel works with the sun's rays to charge everyday household items. n Children are curious learners and fascinate in the world around them. The

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need to do better?

24 June 2022 childminder and her assistants follow up on every learning opportunity. They introduce children to new concepts, new words and their meaning. For example, children identify a bee that is smaller than bees they have seen before. The childminder tells them this is a mortar bee and shows them where they live, explaining they live in the 'cavity', which is the space between two walls. n High priority is placed on language and communication. Language is modelled well by all adults and well-timed questions help to promote language. Children constantly discuss their ideas as they problem-solve and make suggestions about the different things they could try. Older children enjoy helping the younger ones during water play. They help the toddlers when they tell them the jug is 'too heavy' to carry. They suggest next time, 'Don't fill it up to the top so it's easier to carry.' n Children are physically very active and enjoy the time they spend outdoors. They

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need to do better?

skilfully manoeuvre wheeled toys around obstacles and use tools safely to dig. Younger children test their balance on the beam and walking ladder. They learn about their limitations as they take risks and see if their leg can reach across to the next rung. New walkers improve their confidence and develop their strength as they test their skills on the bridge. They hold on to each side to balance and steady themselves before going down the other side supported by the childminding assistant. n The childminder invests heavily in her partnerships with parents. Throughout the COVID-19 pandemic, the childminder made sure she kept in touch with all families. She provided learning packs for the children with ideas for activities and kept in touch through face-to-face video calls. Parents report how happy they are with the progress their children are making. They describe how well informed they are about their children's learning and skills and value the

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need to do better?

childminder's suggestions about how to support their learning at home. n The childminder and her assistants work extremely well together. They attend regular training and continually reflect on what they do to provide the best experiences for children. This helps to drive improvement and help the setting go from strength to strength and further improve outcomes for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants all understand their roles and responsibilities in safeguarding children. They have attended recent training and are knowledgeable in relation to all aspects of safeguarding. They know the possible indicators of abuse and the local procedures to report any concerns. Procedures are also in place to follow in the event of an allegation being made against the childminder, a household member or one of her assistants. Children learn how to keep themselves safe and demonstrate this through everyday play opportunities and during their discussions. The childminder plans and organises her setting well. She provides a safe environment for children, where they can explore and take risks to grow and develop their skills.

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Setting details

Unique reference number EY468699 Local authority Kirklees Inspection number 10117559 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 5 Number of children on roll 25 Date of previous inspection 30 April 2014

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Information about this early years setting

The childminder registered in 2013 and lives with her partner and two school-age children in Huddersfield, West Yorkshire. The whole of the ground floor of the home is used for childminding. The rear garden is used for outdoor play. The childminder operates Monday to Friday from 7.30am to 5.30pm all year round, 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 The childminder showed the inspector the premises and discussed how she ensures it is safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed interactions between the childminder, the assistants and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector looked at written feedback from the parents. n The childminder provided the inspector with a sample of key documentation on request.

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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

24 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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