Childminder in Wakefield

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children settle well in the welcoming learning environment. The childminder pays careful attention to children's individual care needs when they start. The childminder gives praise throughout the day to help boost children's self-esteem and confidence. Children frequently go to the childminder for cuddles and reassurance. This helps to support their emotional needs.

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The provision requires improvement

Children enjoy the range of activities that the childminder provides for them. However, the overall programme of experiences does not meet their individual learning needs or consistently help them to make good progress. That said, children enjoy playing with large bricks and confidently build a tall tower. They laugh and have great fun when the tower falls over.

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The provision requires improvement

Children have regular opportunities for outdoor play, where they hide in tents and excitedly go up and down the small slide. Children learn about how vegetables grow by planting seeds and watching them grow. Once the vegetables are ready, they pick and taste them. This helps them to learn about healthy eating and the environment. They regularly go out to local parks for fresh air and exercise. They also have days out by bus to various places of interest.

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The provision requires improvement

Children are happy and explore the accessible learning environment confidently. Children independently choose their own play resources. Children listen to stories and enjoy sharing books with the childminder.

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need to do better?

n Overall, the childminder knows the children well. She identifies children's starting points in their development, when they begin. However, the childminder has not yet fully put in place a strong programme of activities to fully support children's individual development. The childminder currently does not plan well enough to challenge and extend children's interests. She relies on children selecting their toys and then engaging with them as they explore. n The childminder develops children's emerging vocabulary. For example, she links children's experiences with the butterfly farm they have in the setting to familiar stories. This supports children to explore new words, such as 'cocoon'. However, the childminder does not always allow children adequate time to think and respond to the questions asked. Instead, she provides them with possible answers too quickly. This means children do not have the time they need to

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need to do better?

think through possible responses or to work things out for themselves. n The childminder uses daily routines to organise her day. However, at times, children find it difficult to follow instructions and do not cooperate well with some of the expectations. For example, when the childminder asks children to

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need to do better?

14 July 2022 tidy up, some children say they do not want to and refuse. The childminder does not challenge this. This does not support children's behaviour and attitudes. n The childminder's support of children's developing independence skills is inconsistent. She helps children learn to wash and dry their hands. However, the childminder carries out some tasks for children which they could learn to do for themselves. This means that they do not have the opportunity to learn and practise some of the skills which they will need as they move on to school. n The childminder shares information with parents about their children's day. For example, she communicates about children's activities and care needs, including eating and sleeping routines. The childminder also encourages parents to continue children's learning at home. For example, she informs parents what children's interests were during the day and suggests some activities, such as

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need to do better?

cooking, to organise at home. n The childminder keeps mandatory training up to date, such as first aid and safeguarding. She has attended some training to support her professional development. However, she does not always put what she learns into effective practice, to raise the quality of education to a consistently good level. Consequently, teaching is not good. n Children enjoy a range of healthy snacks and fruit. They sit at the table and enjoy the food that they are served. However, the childminder does not ensure that the kitchen area, where food is prepared and in which children eat, is hygienic. For example, cats are not sufficiently supervised or prevented from moving very close to children's food, cups and eating utensils.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role and responsibility to keep children safe. She completes mandatory training to keep her child protection knowledge up to date. The childminder can identify the signs and symptoms that may indicate a child is at risk of harm. She has access to safeguarding information and knows the relevant agencies to contact for guidance. She carries out daily safety checks of her home to ensure the areas accessed by children are safe and secure. The childminder teaches children about how to stay safe with cats. She understands the importance of early intervention and working in partnership with other professionals.

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Due date

14 July 2022 identify clearly what children need to learn next, using this information to plan and deliver an effective programme of activities and experiences that builds consistently and securely on what children already know and can do 04/08/2022

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Due date

ensure that there are suitable facilities for the hygienic preparation of food for children. 21/07/2022

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should:

n encourage children to try tasks for themselves, where possible, to further promote their independence skills n provide children adequate time to think and respond to questions, ensuring that they have the time they need to think through possible responses or work things out for themselves n support children who find it difficult to follow instructions to cooperate well with expectations.

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Setting details

Unique reference number EY423580 Local authority Wakefield Inspection number 10074718 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 6 Date of previous inspection 22 June 2016

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Information about this early years setting

The childminder registered in 2011 and lives in Ossett. She provides care all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early years education for children aged two, three and four years. She has a relevant early years 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 provider and has taken that into account in their evaluation of the childminder. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector spoke to children, to find out about their time at the setting. n The inspector observed the interactions between the childminder and children.

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Inspection activities

14 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

14 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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