Blezard, Liz

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 are happy and calm as they enjoy spending time with the self-assured and attentive childminder. Her observations and knowledge of children help her plan a curriculum that supports children's learning and promotes their self-care and independence skills. The childminder spends time with the children, while also understanding when children need time to play and explore by themselves. She ensures their welfare and well-being are always put first.

p.2

The provision is good

Children show a strong motivation and desire to learn. They explore their environment and ask questions to help them understand their world. For example, children talk about the various twigs they collect in the woods and which trees they came from to make a stick man. They confidently discuss the various creatures and insects in the woods as they identify them from a chart. The childminder expertly joins in with the children's play. She skilfully extends their ideas and thoughts as they excitedly chat and enjoy conversations with her.

p.2

The provision is good

The childminder has high expectations for all children. They respond well and listen carefully to instructions, such as when they find bugs and place them in the viewer. Children are prepared and ready for the next stage in their learning.

p.2

need to do better?

n The childminder supports children's communication skills very well. When talking with children, she asks questions that invite a full response. She ensures that she provides time for them to think about how they will reply. However, on occasions, the childminder misses opportunities to extend their mathematical skills further. n The childminder ensures that all checks are in place. She reflects on her practice and identifies areas for development. She completes all statutory training and some online training. However, she has not yet fully put in place a carefully targeted programme of professional development, to further raise the quality of teaching. n The childminder has a secure understanding of how children learn and develop. They are at the centre of her practice. She often allows children to take the lead in their own learning, based on what interests them. As a result, children are eager to engage in activities, and show high levels of concentration. The

p.2

need to do better?

childminder knows the children well. She makes good use of observations and assessments to accurately plan their next learning steps. As children play, the childminder joins in at appropriate times to promote and extend their learning. n Partnership with parents is very good. Throughout the pandemic, the childminder ensured that key workers' children were still able to access her service and that parents were supported. The childminder keeps parents

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need to do better?

6 July 2022 informed of their children's progress in a range of ways, and provides them with ideas to extend children's learning at home. A good two-way flow of information between home and the setting provides consistency in children's development. n The childminder fosters an interest for reading and books. Children cuddle up with her and enjoy stories. They pick out their favourite quotes and pages as they retell the story. The childminder encourages children to think about what will happen as they read 'Stick Man' and to relate to the figures they have made. n Children are keen to investigate their environment and understand the impact of changes. For example, they understand the ground will be dry when the sun has been shining. As they dig for worms, they comment on how worms are not there. They develop pre-writing skills as they confidently use spades and cutters to dig for bugs. They understand the various tools, such as spades, trowels and

p.2

need to do better?

rakes. n Behaviour in the setting is very good. The childminder is a positive role model for children and manages behaviour extremely well. Children have a clear understanding of what is expected of them and respond to the gentle reminders from the childminder. For example, she allows children to run in the woods but they respect the distance they may go. When she says it is 'far enough', children instantly stop and wait.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has very good knowledge and understanding of safeguarding. She knows the types of and signs of abuse, including county lines and extremism. She understands the action to take should she have any concerns. She ensures that children are kept safe and are protected. The childminder has accessed training and keeps up to date with local authority changes. The childminder holds a current paediatric first-aid certificate and completes risk assessments. The childminder supports children to understand how to take risks as they walk to the woods, and to understand how to walk and play in the woods safely.

p.3

should:

n extend opportunities to develop children's early mathematical skills during play n focus on how professional development opportunities can be used to raise the quality of the practice to an even higher level.

p.3

Setting details

Unique reference number 310759 Local authority Kirklees Inspection number 10063943 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 3 Date of previous inspection 21 September 2015

p.4

Information about this early years setting

The childminder registered in 1992 and lives in Netherton, in Huddersfield. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 2.

p.4

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 childminder spoke to the inspector about her curriculum and what she wants children to learn. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents' written views of the setting were taken account of by the inspector. n The childminder provided the inspector with a sample of key documentation on request, including evidence of paediatric first-aid training and public liability insurance.

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Inspection activities

6 July 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

6 July 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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