Childminder EY537585

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 of all ages are happy in this warm and friendly setting. The childminder places a key focus of the curriculum on children learning outdoors. Children benefit significantly from long periods of time exploring the family allotment, where they gain a wonderful first-hand understanding of the natural world. They help the childminder to sow vegetables and fruit. Children learn to care for living things, such as the childminder's pets and chickens. They learn when beans are ready to pick. Children count, compare lengths and estimate as they fill a bucket. They learn which produce can safely be fed to the chickens. For example, children know to break the top off a pear before giving them as a treat because the seeds might hurt the chickens. Older children learn the difference between cow and horse manure, and which is best to mix in the soil for vegetables to grow. They learn that flies are not keen on the smell of the herb rosemary, and place some in the

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The provision is good

playroom. These outdoor sessions have a good impact on developing children's self-confidence and self-esteem.

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The provision is good

Children behave very well. They understand the childminder's consistent rules for their behaviour and safety. Children feel safe in the childminder's home and outdoor spaces. They demonstrate high levels of confidence and are keen to have a go. For instance, the very youngest children choose to collect eggs carefully from the hen house and help to harvest the runner beans. Older children successfully attempt tying knots. Children become keen and motivated learners.

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need to do better?

n The childminder provides an imaginative curriculum to help stimulate children's curiosity and self-help skills. She knows what she intends to teach children across all areas of the curriculum. This runs alongside the childminder's desire to educate children to protect the environment, support the local community and celebrate differences. Children receive good levels of guidance and support. n The childminder and her assistants track children's progress effectively. They know where each child is in their learning and what they need to learn next. For instance, the childminder and her assistants ask children questions, and know when to sit back and let children make their own discoveries. They follow children's ideas with enthusiasm, such as by building a giant model out of boxes and creating a 'mud bath'. n Children form secure emotional bonds with the childminder and her assistants, who respond to their needs quickly. This provides children with a strong base

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need to do better?

from which to explore and learn. For example, children learn to work together. They adapt to new social situations, such as an unexpected visitor. n Children benefit from a good range of activities to support their physical development. For example, they enjoy lively running games where they notice

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need to do better?

30 August 2022 the rate of their heartbeats. The childminder constantly promotes the benefits of a healthy lifestyle and diet. Children have fun identifying the different vegetables and meat in the home-made lasagne that they have for lunch. n The childminder encourages children to be as independent as possible. Toddlers learn to wash and dry their hands thoroughly. Older children refill their own water bottles. All children help to get ready for mealtimes. They work happily together to clean up the kitchen afterwards, including polishing the cupboards. n Children's communication skills are well supported. The childminder engages them in high-quality discussions throughout the day. She presents new and challenging vocabulary to children at every opportunity. For instance, the childminder introduces the concept of 'companion planting' and explains the different variety of beans. Children confidently recall past events using a wide

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need to do better?

vocabulary. However, occasionally, the childminder and her assistants do not consistently fully engage and challenge the youngest children when they play. n The childminder works well with parents and external professionals to support those children with special educational needs and/or disabilities. She ensures that every child becomes curious and eager to learn. She adapts play and routines to make sure that all children acquire the skills that they need to be ready for the next stage in their learning. n The childminder is fully committed to making changes across the setting to raise standards. For example, she continues to improve the outdoor environment to further enhance children's play opportunities and physical development. The childminder and her assistants have designed new planning and assessment processes for children's learning to ensure that each adult knows how to support each child's learning every day.

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need to do better?

n The childminder has recently formalised the way she evaluates her practice. She has put systems in place to coach and support her assistants to improve their knowledge and to maximise children's learning. However, these are still in their infancy and are not yet fully effective.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good awareness of how to protect children and ensure that play areas are safe for children. She and her assistants understand how to identify the signs and symptoms that could indicate a child is at risk. They are clear how to report concerns about children's welfare or the behaviour of another adult. The childminder has a broad understanding of a range of safeguarding issues. All her assistants are expected to undertake regular training in the setting's safeguarding policies and procedures, and to keep building on their knowledge of child protection. The childminder understands her role and responsibilities when employing assistants and ensures that they all remain suitable to work with children.

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should:

n challenge younger children even more, and build on what they already know and can do when they play n build on the existing systems in place to coach and support the assistants, to continually improve practice across the setting.

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Setting details

Unique reference number EY537585 Local authority Kirklees Inspection number 10251758 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 14 Date of previous inspection 24 May 2017

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Information about this early years setting

The childminder registered in 2016. She lives in Liversedge, West Yorkshire. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She employs two assistants, who work when required. 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 manager and has taken that into account in her evaluation of the provider. n The childminder and the inspector carried out a learning walk, and discussed the curriculum. n The inspector spoke to the childminder and her assistants about how the setting is managed and how they keep children safe. n The inspector observed the interactions between the adults and children, and considered the impact on children's learning. n A range of documentation was looked at, including safeguarding policies and suitability checks, training certificates and public liability insurance. n The inspector looked at parents' feedback in questionnaires to seek their views of the childminder's provision.

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Inspection activities

30 August 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

30 August 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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