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 Met

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The provision is good

Children show they feel happy and safe in this homely environment. They thoroughly enjoy their time with the kind and caring childminder. The positive atmosphere, that the childminder has created, means that children form strong bonds with her. For example, children show that they feel safe and secure in her presence.

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The provision is good

Children make good progress in their learning. The childminder knows children well and what they already know and can do. She uses this information to plan their next steps in learning. Children confidently explore the stimulating learning experiences the childminder provides. For example, children play happily in the pretend kitchen, making cups of tea and setting up picnics with the childminder. This prepares them well for their next stage of learning.

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The provision is good

Children behave well. They understand the routines of the day and listen to and follow the instructions given to them. For example, at snack time, children know to go and wash their hands before they eat. The childminder offers gentle reminders of expected behaviour, when required. She regularly praises children throughout the day for their positive behaviour. This helps to build their self-esteem and confidence.

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need to do better?

n Children show impressive levels of independence from a young age. The childminder encourages children to be independent and carry out small tasks for themselves. For example, children learn to put on their own coats and shoes. At snack time children make good attempts to cut their bananas up. This allows children to be capable and confident in their own ability. n The childminder supports children's communication and language development well. For example, she repeats words back to children clearly, so that they hear the correct pronunciation. Children learn new words, such as 'spiky', as they explore leaves as part of their winter-themed activity. The childminder talks to the children constantly, describing and commenting on what they are doing. This means that children develop their language skills well. n The childminder has good relationships with parents. She gains lots of information to build a clear picture of children's needs before they start. Parents

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need to do better?

speak positively about the childminder and their children's experiences at the setting. They comment on the positive influence the childminder has had on their child's social development. Parents receive a detailed handover at the end of the day, to show how the children are developing and to support their well- being. n The childminder uses opportunities to extend children's mathematical

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need to do better?

9 December 2022 understanding. For example, as children pick leaves from a bag, she uses mathematical language and asks them to find the 'biggest' and 'smallest'. This supports children's understanding of mathematical language well. n The childminder understands the importance of keeping her skills and knowledge up to date. She completes all mandatory training, such as first aid and safeguarding. However, the childminder does not look for further continuous professional development opportunities. She recognises that she can build on her knowledge and take her teaching skills to an even higher level. n The childminder offers children many experiences outside the home. She builds on children's understanding of the world and takes them on daily outings to various places. For example, children visit local parks, farms and soft-play centres. This helps children to develop their confidence and social skills well.

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need to do better?

n The childminder reviews children's learning and development. She uses visual assessments to identify and plan for children's next steps in their learning. The childminder completes the required progress check for two-year-old children. However, it does not explain children's progress and areas for development with enough clarity.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge and understanding of how to safeguard children effectively in her care. She knows how to keep children safe. The childminder knows who to contact and what to do if she has concerns about children's welfare or thinks that a child may be at risk of harm. The childminder is aware of the impact that a child's family life may have on their development. She knows where to seek safeguarding advice and support and understands the role of relevant agencies. She maintains accurate records of children's health and attendance. Children are well supervised.

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should:

n consider ways to develop learning opportunities in the garden all year round, and fully support those children who prefer to learn outside n focus professional development more precisely on supporting children's learning to a higher level n review the information recorded in the two-year progress check, to ensure that it gives a clear understanding of what children have achieved and what they need to learn next.

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Setting details

Unique reference number EY480738 Local authority Wakefield Inspection number 10229696 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 3 Number of children on roll 1 Date of previous inspection 2 February 2017

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Information about this early years setting

The childminder registered in 2014 and is situated in Pontefract, West Yorkshire. She operates all year round from 5.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. 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 childminder has 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 her evaluation of the provision. n The childminder showed the inspector around areas of her home used by children and explained how she supports children's learning and development. n A joint observation was completed by the childminder and inspector. n The inspector observed the quality of interactions between the childminder and children and assessed the impact of these on children's learning. n The inspector reviewed documents. These included children's learning records, relevant policies and evidence of the childminder's professional development.

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Inspection activities

9 December 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

9 December 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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