Childminder in Kirklees

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children thoroughly enjoy their time in this setting. The childminder provides a very warm, welcoming and safe environment. She very competently plans for children's interests. Children are encouraged to be independent. They become confident and engaged learners. For example, children take delight in making their own sandwiches for lunch, and show pride in buttering their own bread. Children's behaviour is excellent and the childminder provides support and modelling, where needed.

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The provision is outstanding

Children have very positive attitudes towards their learning, due to the interesting activities and experiences which the childminder plans for them. The childminder makes sure that activities incorporate children's next steps in learning and further extend their learning. For example, when children express an interest in the birds in the garden, the childminder plans a bird hide, provides binoculars and finds resources that support children to identify birds. She cleverly introduces mathematics, such as by encouraging children to count how many different types of each bird they observe.

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The provision is outstanding

The childminder plans her environment carefully, taking into account children's developmental needs. Children independently access the resources and the childminder supports them in their play. They happily play in the well-planned outdoor environment with bicycles. The childminder introduces new words to children, such as she models how the 'winch' works on the back of the bicycle. This further extends children's learning as they explore what they can put on the back of the bicycle.

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need to do better?

n The childminder very carefully evaluates her setting, involving parents and children. For example, on noticing that part of the garden was not being used, the childminder involved parents and children in making a sensory wall. The childminder ensures that her setting is set out to encourage children to access resources independently. n The childminder is able to skilfully identify children's developmental needs and next steps in learning. She uses this information to plan activities to help children to make the best possible progress. For example, the childminder introduces an ice painting activity to develop children's vocabulary and sharing skills. She models new vocabulary and extends children's learning, when they become interested in melting. The childminder carefully introduces new concepts and recognises where children need more support to share and models this effectively. n The childminder makes regular use of the wider environment. She plans trips

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need to do better?

9 January 2024 and activities for children that develop their learning and personal development. For example, children visit the local farm to see newborn animals, make regular trips to the library and enjoy taking part in community activities. Parents speak highly of the different opportunities offered by the childminder, recognising how these support their children's development. n Parents speak very highly of the care and education the childminder provides. They recognise the safe and warm environment, and talk about how the childminder has supported their children's learning and development. Parents comment on the communication between home and the setting, and how the childminder has supported their children's learning at home. They praise how often the childminder shares their children's next steps in learning. Parents acknowledge how the childminder has had a positive effect, not just on their

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need to do better?

children, but also on themselves as she offers advice and support when needed. n The childminder follows children's interests and plans for activities that engage children and develop their concentration skills. She seeks regular feedback from parents about children's interests. For instance, when children are interested in Cinderella, the childminder shares stories and dressing-up clothes with parents, to support children's learning at home. The childminder ensures that a story sack is available when children show an interest in the story of 'The Gruffalo'. n The childminder recognises the importance of professional development for herself and her assistants. She plans training that will benefit her setting and children. For example, when children need further support with their communication skills, the childminder accesses training to support with this. She formulates a plan to support children and shares this information with parents.

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need to do better?

The result of this is that the children make quick progress in their communication skills. n The childminder supports children to develop a love of learning. Children in her care are confident and interested learners, who persevere at activities. They confidently talk about their interests, and share what they are doing, inviting others into their play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number EY495396 Local authority Kirklees Inspection number 10301295 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 5 Date of previous inspection 10 January 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Huddersfield, West Yorkshire. She operates all year round, from 7am to 7pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 6 and works with assistants. She offers early funded 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 childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children communicated with the inspector during the inspection. 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 provided the inspector with a sample of key documentation on request.

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Inspection activities

9 January 2024 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 2024 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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