Childminder in Kirklees

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are happy, show high levels of confidence and are very at ease. They have strong emotional attachments to the caring childminder and her enthusiastic assistant. This helps children to feel safe and secure. However, the childminder has not fully implemented certain policies and procedures in order to fully promote children's welfare.

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The provision requires improvement

Children understand and follow behavioural expectations, such as helping to tidy up or wash their hands before meals. They are kind and caring to one another, happily share resources and play together collaboratively. For example, older and younger children send cars whizzing down a cardboard tube, balanced strategically on the toy garage. They enjoy looking at books, recalling favourite stories together and building with construction toys. Children play imaginatively while taking on certain characters during role play.

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The provision requires improvement

Children enjoy their time at the setting and develop their early independence. For example, they readily choose what they want to play with from a wealth of resources stored at child height. The childminder has high expectations of what children can achieve. Consequently, children make very good progress and develop a wide range of skills for starting school. Children develop good physical and language skills. This creates a strong foundation for their future reading and writing.

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need to do better?

n The childminder plans a wealth of activities and experiences to help children to make all-round progress. She incorporates a wide array of topics within her curriculum. These expand children's knowledge and experiences exceptionally well. However, the childminder plans certain topic-based activities which are too advanced for younger children's specific stage of learning. n The childminder successfully complements her curriculum with outdoor socialisation and learning, including teaching children road safety skills. She identified that the COVID-19 pandemic had impacted on this. Children walk safely to the childminder's allotment, where they work together to feed chickens and grow fruit, herbs and flowers. n The childminder continually observes and monitors children's learning in order to ensure that they remain on track with their development. Parents are exceptionally well informed about their children's learning, for example through

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need to do better?

regular progress meetings and written feedback. n The childminder works in close consultation with parents to support children's emotional well-being when they start settling in. Parents' feedback is highly complimentary.

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need to do better?

11 July 2022 n The childminder and her assistant support children's early communication effectively. They provide a lively narrative as children play and during care routines such as mealtimes. These are very relaxed occasions which provide opportunities for children to develop essential social skills. n The childminder mentors her assistants well, overall. As part of this, she encourages them to access online training. Her assistant motivates children with his fun and engaging interactions. He extends their learning, for instance highlighting different shades of colours, such as 'light' and 'dark' blue. However, the childminder does not consistently support her assistant to increase his understanding of children's individual learning, in order to adapt group activities, such as playing with dough, accordingly. n Children develop a love of stories and books that they readily access. The childminder's assistant reads excitingly, which results in children being

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need to do better?

engrossed in stories, and he builds on children's vocabulary. For example, he explains the meaning of less familiar words and pictures, such as 'tusks'. n The childminder fosters a have-a-go approach, for instance as children build with construction toys. This builds children's confidence and perseverance. She praises children for their efforts and achievements. The childminder spontaneously incorporates early mathematics. For example, she encourages children to find out the lengths of resources, such as cars, with the tape measure, and counts out fruit at snack time. n Children display excellent behaviour. The childminder and her assistant acknowledge children's good manners and sharing. This helps to foster children's self-esteem and confidence. n The childminder gives children choices. She encourages them to have a voice and make fair and democratic decisions, such as what colour they would like the

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need to do better?

dough. Children learn to be kind and caring citizens, for instance by learning about, and contributing to, the local food bank. n The childminder has a strong commitment to continued professional development. This is well targeted to the needs of her setting and the children who attend.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant give examples of potential signs of abuse and understand reporting procedures, which helps to protect children from harm. However, the childminder has not fully followed her policy and procedures for swiftly establishing that injuries children arrive with are not of a safeguarding nature. No further action has been required by the childminder, which minimises any impact on children. Furthermore, the childminder has not notified Ofsted of changes to her health in order for Ofsted to assess her continued suitability. Effective risk assessments contribute to children's good health and safety, on and off the premises. The childminder makes sure that there is excellent security of the premises.

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Due date

improve policies and procedures for managing existing injuries that children arrive with, in order to fully promote children's welfare. 25/07/2022

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should:

n plan the curriculum more precisely to match younger children's individual stage of development, to optimise their learning to the highest level n support assistants to fully understand children's next steps in learning and stages of development, so that they can adapt their teaching accordingly during group activities.

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Setting details

Unique reference number 310902 Local authority Kirklees Inspection number 10218660 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 12 Number of children on roll 20 Date of previous inspection 4 August 2016

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Information about this early years setting

The childminder registered in 1993 and lives in Mirfield, West Yorkshire. She works with one main assistant and has three other assistants listed for emergency back- up care only and to help with school runs. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for family holidays and bank holidays. She provides funded early education for two-, three- and four-year-old children. The childminder holds a childcare qualification at level 3.

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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 childminder. n The inspector observed areas used for childcare purposes, care routines and the activities taking place. n The inspector held discussions with the childminder to understand how she organises the early years provision and implements the curriculum. She observed the quality of education during activities and assessed the impact this has on children's learning. n The childminder and the inspector carried out a joint evaluation of an activity undertaken by the childminder's assistant. n The inspector spoke to the childminder's assistant during the inspection. She gained the views of parents through written and verbal feedback. n The childminder shared relevant documents. These included records of children's

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Inspection activities

learning, training certificates and evidence of the suitability of persons living and working in the household.

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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

11 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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