Childminder in Wakefield

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children are confident and enjoy spending time with the childminder. They read stories together, ask questions about the pictures and excitedly finish the sentence before the childminder. Children enjoy building houses for the wolf to try and get inside, after reading the story of the 'Three Little Pigs'. They put pigs inside and say, 'I want them to hide from the wolf.' The childminder provides resources, such as dough, and children create eyes for their pigs and mix the dough colours together. Children say 'two eyes' as they make small yellow dough eyes for their pig.

p.2

The provision is good

The childminder creates a home-from-home environment. Children choose what they want to play with and love talking to the childminder. They often play by themselves, looking for numbers in leaves, and enjoy being a detective with magnifying glasses. When they discover a dinosaur in the leaves, the childminder finds another dinosaur for the children to show an example of two dinosaurs.

p.2

The provision is good

Children love to explore their community. They meet the lollipop man, who helps them cross the road safely, while on their way to make crafts at local groups or to go shopping. Children receive certificates from the library as they share stories together. Parents say that their child 'always comes home excited to tell them about their day'.

p.2

need to do better?

n Children experience the world around them by meeting people in their area, such as the local police and the dentist. This helps them build knowledge and vocabulary about occupations in the local area. Children share stories with the childminder and go to the library for new books. This extends their language skills and understanding. n The childminder has clear goals for the children and supports them to develop skills to be ready for school. Children learn to be independent, make choices and have their own opinion. The childminder adapts her practice to maintain children's attention and keep them engaged. n Throughout children's play, the childminder introduces mathematics skills. For example, she asks, 'Which is the biggest one?', when looking at animals together, or 'How many candles were on your cake?', when talking about a number found on a brick. Children have an understanding of numbers and size

p.2

need to do better?

and use these in their play. n Children are eager to play with the variety of materials available. Their interests are reflected in the bricks, dough and stories provided. For example, children searched for numbers in a pile of autumn leaves. They focus for long periods, extending their understanding.

p.2

need to do better?

7 November 2022 n The childminder builds on children's conversations and their developing communication skills. For example, children say, 'I have a pizza shape,' while moulding the dough with their hands and using dough tools. The childminder asks questions and checks children's understanding, which gives them the confidence to talk. n Parents are highly complimentary about the range of activities and opportunities on offer. They know that the childminder follows the children's interests and recognises these. Parents say, 'You help my child to progress even more by creating games and play for them around numbers.' n The childminder uses various communication methods. For instance, she uses sign language throughout play, using the sign for 'pig', when reading 'The Three Little Pigs' story. The childminder learns key phrases to support children who speak English as an additional language to use their home language. However,

p.2

need to do better?

she does not demonstrate a deep understanding of effective strategies to support children who may have difficulties with pronunciation. n The childminder has good relationships with parents. She keeps them informed about their children's progress. The childminder offers support and advice when needed to further support children's learning. n The childminder assesses children well. She knows what she wants them to learn next and how she will support this. The childminder has a strong relationship with the local school. She shares information when children move to school, to provide continuity in their learning. n Children follow instructions and listen to the childminder well. However, the childminder does not make the most of opportunities to help children learn about respecting others. For example, she does not consistently reinforce the use of good manners, such as when giving children their water bottles or asking

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a very good knowledge of safeguarding issues, such as county lines. She knows how to keep the children safe in her home and on trips out. She refreshes her training on a regular basis so that she keeps up to date with practice. When the children are walking by the road, the childminder shows them how to stay safe. For example, she has introduced a red and green light routine so that the children know when it is safe to go or stop. The childminder is aware of helplines to share with parents and how to support them if needed.

p.3

should:

n provide more effective ways for children to improve their speaking skills

p.3

should:

7 November 2022 n help children to learn how to show respect towards others, to support the development of their social skills.

p.3

Setting details

Unique reference number 2504847 Local authority Wakefield Inspection number 10191782 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2019 and lives in Normanton. She operates all year round from 8am to 5pm, Monday to Friday, except bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

p.5

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 provider. 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 Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documents on request.

p.5

Inspection activities

7 November 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.

p.5

Inspection activities

7 November 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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