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

Children are confident and relaxed in the childminder's care. They build secure friendships and develop their social skills through cooperative play. Children learn to share, be kind, take turns and listen to each other. They develop their resilience as they begin to negotiate and resolve conflicts. Children share their ideas. For example, they re-enact favourite stories by using small-world characters. Children have access to writing materials, and they use them independently.

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The provision is good

Learning in the setting is child-led. During song and rhyme sessions, children choose favourite nursery rhymes. Their discussions demonstrate that these activities link with their learning in the school nursery. Children have good communication and language skills. The childminder engages them in spontaneous conversations throughout their play. During stories, the childminder pauses occasionally for children to finish familiar phrases and predict what might happen next. They are beginning to recognise initial letters in words and understand rhyming language.

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The provision is good

Children are polite and behave well. They develop their independence and are ready for the move to school. Children learn the importance of good hygiene routines. They serve themselves at mealtimes, know when to have a drink, recognise when they are hungry or full and make choices about their food. Children take responsibility for small tasks throughout the day, such as tidying away their toys.

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need to do better?

n The childminder plans her curriculum by considering children's individual interests and next steps in learning. She works in partnership with parents and other settings that children attend to identify strengths and gaps in children's progress. The childminder provides a broad range of activities by using the information she gathers to promote continuity in children's learning. n The childminder promotes children's understanding of a balanced and nutritious diet. They are involved in planning menus each week. Children use small tools when they spread tomato sauce onto a pizza base and use spoons to scoop sweetcorn. This helps them to develop the small muscles and control they need for early writing. The childminder supports children to make links to their learning at home. For example, they talk about making pizzas with a relative. n Children develop their critical thinking and problem-solving skills when they build

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need to do better?

puzzles depicting dinosaurs. The childminder gives them praise and encouragement to persevere when their attempts at fitting pieces together do not work first time. She introduces new words such as 'Apatosaurus' and 'Triceratops'. Overall, children build on their language skills successfully and

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need to do better?

16 January 2024 demonstrate a wide vocabulary. However, the childminder does not always support most-able children to pronounce difficult words correctly or repeat words so that they hear them pronounced correctly. n Children play outdoors in the fresh air in all weathers. They enjoy trips that widen their learning experiences. For example, children talk about an outing to the zoo and the colour of the flamingos they saw. Children attend playgroups where they meet other children. They build relationships with their peers, which helps to prepare for the larger social environment of school. n Children develop their mathematical skills. They count during their play and are beginning to recognise numbers. For instance, children count dots on a dice and find the corresponding number. Children use a variety of shapes in construction activities. They identify circles, triangles and lines. However, the childminder

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need to do better?

does not fully support most-able children to enhance their mathematical knowledge, such as thinking about and recognising more complex shapes. n Partnerships with parents are good. The childminder seeks their feedback when she reviews her practice. Parents speak positively about the childminder and the care she provides. They say children flourish and grow in confidence. The home is welcoming, clean and organised, and the childminder provides a wide range of fun activities. n The childminder is committed to her own professional development to continually improve the service she provides. For instance, the childminder knows some sign language, but she wants to do more of it to support children's communication and language development. She plans to bring sign language into everyday routines.

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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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should:

n help most-able children to articulate and strengthen their pronunciation of more difficult words n support most-able children to build on their knowledge and understanding of mathematical concepts, such as complex shapes.

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Setting details

Unique reference number EY495083 Local authority Kirklees Inspection number 10301400 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 22 Date of previous inspection 29 January 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Skelmanthorpe, Huddersfield. She operates all year round, from 7am to 6pm, Monday to Thursday during term time, and Fridays are available in the school holidays, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organised different aspects of learning. n The children spoke to the inspector about activities they enjoy when they attend the setting. n The inspector considered parents' feedback and discussed working with different families with the childminder. n The inspector observed the quality of education. She talked to the childminder about how she evaluates the provision, and her continuous professional development. n The inspector carried out a joint evaluation of an activity with the childminder.

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Inspection activities

16 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

16 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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