Childminder in Kirklees

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

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The provision is good

The childminder and her co-childminder create a homely, safe environment for the children who attend. She is attentive to children's needs and positions herself at the children's level consistently, making herself approachable to them. The childminder responds to children's emotional needs. Children are reassured with singing and cuddles throughout the day.

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The provision is good

The childminder regularly evaluates the room layout to ensure that children can access resources freely. This promotes children's autonomy and confidence to express their own wishes. Children behave well at this setting. They share resources and take turns. The childminder implements boundaries in a timely manner. She is consistent in her approach in discussions with children around the expectations for their behaviour.

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The provision is good

Children understand the routine of the day. For example, after lunch, older children know it is time for focused activities. They choose jigsaws and work alongside each other to complete them. The childminder sits with them and encourages them to manipulate the pieces to get them to fit. Children feel a sense of pride when the jigsaws are complete. They celebrate their achievements with the childminder and their friends. Children are consistently praised for their hard work and effort during activities.

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need to do better?

n The childminder plans a curriculum that considers children's stages of development. She is skilled in varying activities, ensuring that all children's learning is purposeful. The childminder extends children's mathematical knowledge using a water-play activity. She asks, 'which jug has the most water in?' This helps to develop children's understanding of volume and use of mathematical language. Children respond correctly and are highly praised by the childminder. This helps to build children's self-esteem and confidence. n Children are given some opportunities to practise their independence. For example, they choose activities during the day and wash their hands before mealtimes. However, the childminder does not encourage the development of children's independence skills, such as wiping their own nose or serving their own food and drink. This restricts children in developing the ability to meet their

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need to do better?

own self-care needs in preparation for school. n The childminder creates strong relationships with the families of children who attend. Parents recommend the setting and praise the childminder for developing their children's confidence. The childminder communicates what each child's next steps in learning are to ensure that their learning is continued at home. However, she does not always focus on developing children's specific

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need to do better?

9 January 2023 skills when planning for what they need to learn next. These can often be too broad, and this limits the impact that teaching has in those areas. n The childminder shares her knowledge with the assistants she works with. She supports them in training to continue their development. The childminder attends regular training to improve her own practice. For example, after recent training, the childminder evaluated the daily routine. She reduced how often children were asked to tidy up toys, to not disrupt valuable learning time. This has had a positive impact on the length of time that children are engaged in activities. n The childminder takes children out to explore the local area. Children attend play centres to develop their physical skills on climbing equipment. The childminder takes children to local museums to explore artefacts and history. She gives children experiences to develop their understanding of the world around them.

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need to do better?

n The childminder continually develops children's language and communication skills. She links singing and stories to children's play. For example, she sings 'I'm a little teapot' while children are filling and emptying jugs and teapots during water play. Later, when children complete a crocodile jigsaw, the childminder introduces a puppet book about a 'snappy crocodile.' Children take it in turns to explore the puppet and pick objects up in the crocodile's mouth.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children are safe at this setting. The childminder attends regular training to keep her knowledge up to date. She understands the signs of different types of abuse and knows how to record a concern about a child's safely accurately and in a timely manner. The childminder keeps a log of contact numbers should she need to report a concern, including about her colleagues. The childminder understands the signs of abuse, such as female genital mutilation and breast ironing. The setting is secure, with baby gates separating children from the kitchen area and locks on the door and gate to the setting.

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should:

n focus on children's independence and give them opportunities to practise self- care skills, such as wiping their own noses and serving their own food and drink n plan children's next steps in learning, with a specific focus on the skills children need to develop.

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Setting details

Unique reference number 2603588 Local authority Kirklees Inspection number 10260259 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 9 Number of children on roll 16 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020. She works from the home of another childminder in Dewsbury. They employ two other assistants. One is unqualified, and one is working towards a level 3 early years qualification. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for 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 setting. n The childminder and the inspector discussed how the childminder organises their early years setting, including the aims and rationale for the curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning.

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Inspection activities

9 January 2023 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 January 2023 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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