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 Good

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The provision is good

The childminder demonstrates a warm and nurturing approach to children's care. This helps children to feel happy, safe and secure and develop high levels of confidence. Children enjoy the childminder's enthusiastic interactions which support their learning. For example, the childminder demonstrates how to brush the model teeth to 'keep them nice and clean'. She builds on two-year-old children's early imaginative play and language as they pretend to make dinner with play food, for example. Children excitedly run to the childminder and receive a big hug when she collects them from nursery.

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The provision is good

The childminder plans an overall, effective curriculum that helps children to make good progress and develop key skills in readiness for starting nursery or school. For example, she expands children's social experiences through toddler groups and places a key focus on children's early communication and physical skills.

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The provision is good

The childminder uses positive and calm strategies to encourage children to share resources or comply with requests, such as sitting down when drinking their water. This helps children to learn about behavioural expectations. When children become excitable indoors and start running around, the childminder skilfully redirects their attention. For example, she suggests they take part in singing and dancing, which children thoroughly enjoy. Children practise their large motor skills and have great fun as they try to hop like 'little bunnies' during a favourite song.

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need to do better?

n The childminder has good knowledge of where children are in their development as she continually observes and assesses the progress they are making. She shares this with parents, for instance, through learning journals, development summaries, daily diaries and progress meetings. n The childminder identifies important next steps in children's learning. However, she does not always precisely implement the most relevant activities, with the right level of challenge, to fully support what she wants children to learn next. n The childminder recognises where children have a developmental delay and makes referrals to other professionals. As children wait to be assessed, the childminder uses strategies to support children, in partnership with parents and other settings that children attend. n Children have many opportunities to learn about the world around them. For example, children enjoy going on buses and trains, go on autumn walks and

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need to do better?

take part in activities in their local town centre. n The childminder helps children to manage their feelings and learn about emotions. For example, she models different facial expressions, encouraging children to copy these in the mirror, and shares different images. Where children

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need to do better?

8 November 2023 show signs of frustration, the childminder lovingly acknowledges how they might be feeling, while reinforcing expectations, such as using 'kind hands'. n The childminder supports children's early speech in many ways. For example, she communicates with children as they play and while walking to and from nursery. The childminder sings familiar songs using finger puppets and shares suggestions with parents, such as limiting the use of dummies and reading stories. n Children move around freely, accessing available toys. However, the childminder does not always have a full understanding of how children play and learn when planning the environment to fully extend their learning. n The childminder helps children to gain independence, while offering support where this is needed, to build children's confidence and self-esteem. For example, she reminds children to pull down the zip first as they take off their

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need to do better?

coats. Children remember to pull up their sleeves before washing their hands in readiness for lunch. n Children thrive on the childminder's praise and encouragement as they play nicely alongside one another, share resources and achieve something new. For example, three-year-old children beam with joy when they stack wooden rings in the correct order. n The childminder helps children to build secure attachments to her through well- planned settling-in arrangements that involve working closely with parents. The childminder effectively supports children's move to nursery to support their continued sense of security. For example, she shares children's stage of development and attends stay-and-play sessions with children. n The childminder completes a broad range of training which helps her to promote children's safety and welfare. However, she has less of a focus on continued professional development opportunities which will help to strengthen teaching

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of possible signs of abuse, and of how to report her concerns. This helps her to protect children from harm. The childminder ensures that the home is safe and that children are well supervised, to minimise accidents or incidents. She promotes children's safety when collecting them from the local nursery. For example, as well as the childminder using safety equipment, children walk on the inside of her and hold onto the pram. While walking back to her house, the childminder uses opportunities to help children learn about dangers and keeping themselves safe. For example, she asks them what they have to do before crossing the road.

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should:

8 November 2023 n implement activities more effectively in line with children's next steps in learning n strengthen knowledge and understanding of how children learn, in order to plan the environment more effectively n target continued professional development more closely on that which will strengthen teaching and children's learning.

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Setting details

Unique reference number EY495998 Local authority Kirklees Inspection number 10301314 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 6 Number of children on roll 4 Date of previous inspection 15 January 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Berrybrow, Huddersfield. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for three-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 her childminder. n The inspector observed the areas of the premises used for childcare purposes and the care routines and activities taking place. n The inspector held discussions with the childminder to understand how she organises her early years setting and the curriculum. She observed the quality of education during activities and assessed the impact on children's learning. n The childminder and the inspector carried out a joint evaluation of an activity. n The inspector accompanied the childminder when she collected a child from the local school nursery. n The inspector viewed written feedback from parents, including responses from questionnaires. n The childminder shared relevant documents, including evidence of first-aid

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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

8 November 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

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

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