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

p.1

The provision is good

The childminder and her co-childminder create a homely, safe environment for the children who attend. They use settling-in sessions to build relationships with children and their families before they join. Children are visibly happy and settled at this setting. The way in which key persons are organised is effective in building on children's attachments to the person who they feel most secure with. The childminder responds in a timely manner to children's emotional needs. She cuddles and sings to children who need additional reassurance. This gives children the opportunity to feel assured in the setting and ready to learn.

p.2

The provision is good

Children explore with confidence. The childminder regularly evaluates the room layout to ensure that children can access resources freely. Children are excited and request boxes containing their favourite games. For example, children ask for the toy vehicles to play with. Older children discover trucks and work together to open and close trailers. Younger children roll the cars back and forth with the childminder. Children who have recently learned to walk are encouraged to walk to the toy car to collect it and then roll it back.

p.2

need to do better?

n The childminder plans a curriculum that considers the stages of development of the children she cares for. She is skilled in varying activities so that learning is purposeful for all children. For example, during a water-play activity, older children are asked to count how many jugs of water will fill a teapot. The childminder models to younger children how to blow bubbles from their hands. They smile with joy and clap as they watch the bubbles land in the water. n The childminder has strong partnerships with parents. Parents comment that they have seen a 'huge difference' in their child's development and compare the setting to a 'little family'. The childminder communicates with parents using an online platform. She regularly updates parents about their child's next steps in learning and their achievements. This provides continuity of learning, which aids children's overall development. n Overall, the childminder develops children's language and communication skills

p.2

need to do better?

well. She provides a narrative when children play. Toddlers are encouraged to label different foods which they can see, such as 'soup' and 'cheese'. Occasionally though, the childminder does not give children time to think and respond, which limits the development of children's own ideas. n The childminder follows children's interests and gives them a choice in their learning. For example, when children show an interest in a laptop, the childminder finds an old laptop for them to explore safely. This results in children engaging for a long period of time in the activity. The childminder labels numbers on the keyboard and children repeat the number names they can see,

p.2

need to do better?

9 January 2023 extending their mathematical knowledge. n Children are given the opportunity to progress physically throughout their time at this setting. For example, they practise their gross motor skills by pouring water from a height during water play. Children enjoy using pens and pencils to create artwork, promoting the development of fine motor skills. 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 self-care skills, such as wiping their own nose or serving their own food and drink. This restricts children's opportunities to develop the ability to meet their own self-care needs in preparation for school. n Children behave well at this setting. They share resources and take turns. The childminder sets boundaries in a timely manner. She is consistent in her

p.2

need to do better?

approach and discussions with children. The childminder gives examples of why some behaviours are unsafe, such as climbing on a chair. This gives children the knowledge to help to keep themselves safe in the future.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows how to report a concern about a child's welfare. She understands the importance of accurate recording. The childminder has a log of contacts for different types of concerns, such as about a colleague, and can detail who she would contact in different situations. The childminder supports children to understand how to keep themselves safe. There are safety gates between the childminding space and the kitchen, and locks on the door and gate to the setting. The childminder attends regular safeguarding training to keep her knowledge up to date.

p.3

should:

n develop questioning skills and give children time to think and respond n build children's independence and give them opportunities to practise skills such as wiping their own noses and serving their own food and drink.

p.3

Setting details

Unique reference number 2607117 Local authority Kirklees Inspection number 10265202 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 9 Number of children on roll 16 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2020 and lives in Dewsbury. She works alongside another childminder and they employ two additional assistants. One assistant 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. The childminder provides funded early education for children aged three and four years.

p.4

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 childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. 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. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

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

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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6