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 Outstanding

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The provision is good

Children build close bonds with the childminder and her assistants, which stems from excellent settling-in programmes. As part of this, the childminder undertakes home visits and obtains high-quality information. This helps her to precisely tailor children's settling-in visits around their individual needs. Babies and young children enjoy cuddles, smiles and comfort from the childminder and her assistants when, for example, they become tired. This helps them to feel happy, safe and emotionally secure.

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The provision is good

Children aged over three years take part in an inspiring range of fun and highly challenging activities. Consequently, they excel in their learning and are ready for school. For example, older children use magnifying glasses to investigate hairy caterpillars with awe and wonder. They have a wonderful approach to learning because the childminder and her assistants motivate and engage them. Older children use excellent language skills, such as talking about the life cycle of a butterfly. Although practice is not as strong in relation to children aged under three years, they make good progress. This includes children in receipt of additional funding and those with special educational needs and/or disabilities.

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The provision is good

The childminder and her assistants help children to develop wonderful friendships, understand behavioural expectations, and develop good levels of self-esteem and confidence. For example, they raise their arms and say, 'team stop', to gain children's attention in readiness for changes to the daily routine, and they celebrate children's efforts and achievements.

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need to do better?

n The childminder provides a rich, expansive and ambitious curriculum for children aged over three years, including through a wealth of interesting outings and visitors. Children observe amazing events while learning about nature and the wider world, such as ducklings hatching and growing. n The childminder has recently resumed caring for younger children due to a growth in demand, but she has not fully adapted her provision and teaching accordingly. As part of this, she plans many adult-initiated activities; however, these are often based on topics too advanced for younger children. Consequently, younger children, especially those aged under two years, are not consistently engaged and able to play and explore freely. n The childminder meticulously plans for emerging gaps in children's learning and specific areas that have been affected by the COVID-19 pandemic, such as children's social and communication skills. As part of this, she uses professional

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need to do better?

development programmes, webinars and speech and language initiatives. This has proved to be extremely successful in closing the gaps in children's

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need to do better?

13 July 2023 development. n The childminder expertly identifies children working below typical expectations. She makes swift referrals to other professionals and builds effective partnerships with them, to ensure that children receive essential early support. n Children learn about living a healthy lifestyle in many effective ways. For example, they excitedly help to harvest a ripe cucumber growing in the garden, and they learn how to brush model teeth, using a two-minute sand timer. Activities such as children making their own healthy wraps also help to promote their independence. n The childminder shares children's assessments and progress with parents, including what they are going to be learning next. She provides limitless activity ideas and information on how parents can support many aspects of children's care, learning and development at home. n Children develop good physical skills, which prepares them for future writing. For

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need to do better?

example, babies crawl around on the artificial turf, and younger children develop small-muscle control as they scoop during rice play. Older children use tools competently, such as a toothbrush, drawing resources and tweezers. n Children behave exceptionally well, and they are very sociable during daily routines and activities, such as singing action songs. Older children listen attentively to a favourite story about a mango tree and skilfully name the different components of a book. Children learn about many special celebrations that help them to value and respect difference. n The childminder helps children to develop emotional resilience and learn how to manage their feelings. For example, she uses books and dolls to prepare and support children through changes in their lives and developmental milestones, such as learning to share or use the toilet. n The childminder's passion and her teaching qualification and background have

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need to do better?

an excellent impact on older children's learning. The childminder reflects on many aspects of her practice and has a strong commitment to continued professional development for all. However, this, and her performance management of assistants, is not focused precisely enough on what will help to raise the quality of education for children aged under three years.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder undertakes good risk assessments and supervises children closely, alongside her assistants, to promote children's welfare. The childminder and her assistants complete regular safeguarding training. They can identify the possible signs of abuse and neglect, and they fully understand reporting procedures. This helps to protect children from harm. The childminder and her assistants demonstrate safe practices and help children to keep themselves safe. For example, they apply sun protection cream regularly, move activities into the shade and remind children to hold on to the handrail when walking up and down the stairs. The childminder shares safety information with parents, to help them to promote children's welfare at home.

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should:

n plan the curriculum more sharply so that the environment and activities take greater account of, and support, the individual learning needs and interests of children aged under three years n target continued professional development more precisely and strengthen the arrangements for training, mentoring and coaching of assistants, to raise the quality of education for younger children.

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Setting details

Unique reference number 321887 Local authority Wakefield Inspection number 10280721 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 12 Number of children on roll 34 Date of previous inspection 20 September 2017

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Information about this early years setting

The childminder registered in 1999. She lives in Airedale, Castleford and works with two full-time assistants. The childminder operates all year round, from 7am to 7pm, Monday to Sunday, except for bank holidays and family holidays. She holds qualified teacher status and 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 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 inspector observed areas used for childcare purposes, care routines and the activities taking place indoors and outdoors. n The inspector observed the quality of education during activities and assessed the impact on children's learning. She held discussions with the childminder to understand how she organises the early years setting and curriculum. n The childminder and the inspector observed and discussed her assistants' practice. n The inspector spoke to the childminder's assistants and children, and viewed written feedback from parents. n The childminder shared relevant documents, including children's assessments and evidence of first-aid and safeguarding training.

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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.

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Inspection activities

13 July 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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