Childminder in Calderdale

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 thoroughly enjoy the time they spend at the childminding setting and it is a hive of activity. Children engage well in activities and are highly motivated, inquisitive learners who relish a challenge. All make excellent progress from their starting points on entry to the setting. The childminder, and all who work with the children, have an-in-depth knowledge of children's capabilities and provide them with challenging activities. The curriculum is well considered and understood by all. It successfully builds on children's prior knowledge and ensures they have the required skills to make smooth transitions to their next stage in learning.

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The provision is outstanding

Children's behaviour is exemplary. The children are considerate to one another's feelings and have a positive attitude to learning. They work collaboratively on tasks, valuing everyone's contribution.

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The provision is outstanding

When children returned to the setting, following time off during the COVID-19 pandemic, priority was firstly given to settling children back into the setting, before extending their experiences. For example, by getting children back out into the community and going on outings. These included, going to the library, local cafes, taking part in Forest School activities and visiting a local exhibition of a sculpture's work.

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need to do better?

n Children respond well to the childminder's high expectations of what they can achieve. High-quality teaching and interactions, ensure children remain challenged and make the best progress they can. Excellent transition arrangements are in place for children going on to school. Teachers visit to meet the children and observe them in the childminding environment. They praise how well the children settle on entry into school and how effectively the childminder prepares them for these transitions. n Children are constantly learning and trying new things and engage in purposeful play. Children follow their interests, and the childminder is highly skilled at knowing when to intervene to extend children's learning. n Children learn about length, how to measure and estimate, as they make their own binoculars. They use scissors skilfully to cut tubes to the same length and discuss, whether it will be better to use elastic bands or glue to join them

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need to do better?

together. They problem solve as they discuss which is the better choice and why. For example, children talk about using the yellow elastic bands but worry that they are too 'tiny' before another child tells them 'Yes but you can stretch it!' Children then test out the different sized bands on their tubes to decide which is the best fit. n Children have an extensive vocabulary and speak with confidence in group

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need to do better?

12 July 2022 situations. Language is modelled well by all adults, and they are exceptionally skilled in supporting children's language development. They engage in ongoing dialogue with children during activities and well-timed questions promote language. Children can constantly be heard discussing their ideas as they problem solve and use more complex sentences. For example, when talking about how to join the tubes together for their binoculars, 'I didn't want to use the glue, because I'd have to wait to let it dry. I want to use my binoculars today, not tomorrow'. n Children are physically very active and enjoy the time they spend outdoors. They practise their coordination and balance as they move their bodies in a range of ways on obstacle courses they make themselves. They develop their smaller movements as they concentrate threading wool through holes and use tools for a range of purposes, including during Forest School activities.

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need to do better?

n The childminder invests heavily in the partnerships with parents. Parents report how they can clearly see the excellent progress their children are making across all areas of learning. During the COVID-19 pandemic, he delivered regular story time and singing sessions virtually through face-to-face calls. This also allowed children to see their friends on the screen. Individual activity bags were delivered to the children's homes with suggested activity ideas. Children were also surprised with an Easter egg hunt. n The childminder, his co-childminder and assistant, continually reflect on practice and take all necessary steps to provide the best experiences for children. They regularly evaluate the impact of their curriculum to ensure it continues to provide high levels of challenge. This helps to drive improvement and help the setting go from strength to strength and further improve outcomes for children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder, and everyone who works at the setting, have a clear understanding of their roles and responsibilities in safeguarding children. They attend regular training and ensure they are aware of any local safeguarding issues. They understand the possible indicators that a child may be at risk of harm. The safeguarding policy includes all the required information, and everyone is familiar with the procedures for reporting concerns. In the interest of transparency, these procedures are also shared with parents when their children first start at the setting.

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Safeguarding

Children have a very good awareness of how to keep themselves safe. They understand that the grapes for snack are cut up so that they do not choke on them. They tell the inspector they wear sun hats to protect themselves from the sun so they do not burn. They also explain that it is important 'to drink lots because it's summer and it's really hot!'

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Setting details

Unique reference number EY489682 Local authority Calderdale Inspection number 10247004 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 18 Number of children on roll 25 Date of previous inspection 6 October 2017

p.4

Information about this early years setting

The childminder registered in 2015 and lives in the Shelf area of Halifax. He works with assistants and also his wife, who is also a registered childminder. The setting operates all year round, from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The setting 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 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 childminding provision. n The childminder showed the inspector the premises and discussed how he ensures it is safe and suitable for children. 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 the interactions between the childminder and children. n The inspector spoke to the children about what they enjoy doing at the childminder's setting. 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 talked to the assistant at appropriate times during the inspection and took account of their views.

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Inspection activities

n The inspector spoke to parents and also looked at written feedback to get their views of the setting. 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

12 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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