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 Good

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The provision is good

The childminder provides an inclusive, welcoming and nurturing environment for children to play and learn in. Children arrive happy and eager to start their day. The childminder's consistent warm interactions with the children ensure that they settle quickly, feel assured and are content in her care. It is evident that the children have a good bond with the childminder and feel happy and safe in her presence.

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The provision is good

Children develop a positive attitude to their learning. The childminder has clear intentions of what she wants children to learn and plans tailored experiences for them. This means that children benefit from a wide range of experiences, both inside and out. For example, children enjoy being creative and using their imaginations. They make magnetic tents for their toy dinosaurs and add 'fires' to keep them warm at night. The childminder talks to children about what they are doing and extends play to support and challenge them. All children make good progress.

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The provision is good

Children are polite, use their manners and behave very well. The childminder is a positive role model and provides children with clear expectations and consistent reminders. This helps children to develop their understanding of the behaviour expectations from an early age. The childminder offers the children regular praise and encouragement for their efforts and achievements. This helps to support their confidence and self-esteem.

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need to do better?

n The childminder has established excellent links with the local nursery and school. She works in partnership with teachers to support children when they move on and ensures they have the skills ready for school. For example, the childminder attends stay-and-play sessions at the school with the children. This gives children the opportunity to meet the teachers and become familiar with their environment. The headteacher highlights the excellent partnership working the school and nursery have with the childminder. n The childminder knows the children well and has a clear plan for what she wants them to learn. Children have a good balance of child- and adult-led activities. However, the childminder has not yet fully considered the learning environment during planned activities to limit distractions. For example, on occasion, children have too many other toys and resources around them, which prevents them

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need to do better?

from engaging in the intended learning. n The childminder is reflective and has a positive approach to her continuous professional development. Alongside mandatory training, she has attended a range of additional training courses to develop her teaching skills. For instance,

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need to do better?

6 February 2024 she is currently completing a programme to improve and help prepare children for school, early language, mathematics and social development. The childminder ensures that any training that she undertakes benefits the children. n The childminder forms extremely strong partnerships with parents. Parents comment positively about the childminder's service. They say that her child- centred approach helps their children to thrive and how they view her as extended family. The childminder communicates well with parents. She shares information about children's next steps in learning and suggests ways that parents can continue their child's learning at home. n The childminder helps children to gain a good understanding of how to live a healthy lifestyle. This is evident as she provides a variety of nutritious meals and snacks for the children, such as strawberries, apples and bananas. Children have

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need to do better?

daily fresh air and exercise and enjoy trips to parks and local attractions. The childminder teaches children about the importance of good oral health. For example, children practise their brushing skills with model teeth and read stories about the dentist. n The childminder recognises the importance of developing children's communication and language skills. She creates a language-rich environment for children. The childminder constantly describes children's play and introduces new vocabulary through play, such as 'oxygen' and 'sturdy'. However, the childminder does not always allow children sufficient time to repeat words or think and respond to the questions she asks. The childminder acknowledges this as an area for improvement. n The childminder supports children's growing independence. Children make their own wraps for dinner and feed themselves. They attempt to put their shoes and wellies on and choose what they want to play with throughout the day. This

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need to do better?

supports children well for their eventual move to nursery or school.

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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 consider the learning environment for children during planned activities to ensure that distractions are limited to fully support children's engagement n allow time for children to answer questions and create opportunities for children to repeat words, to further develop their language and communication skills.

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Setting details

Unique reference number EY448980 Local authority Wakefield Inspection number 10308380 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 9 Date of previous inspection 27 March 2018

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Information about this early years setting

The childminder registered in 2012 and lives in Castleford, West Yorkshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She 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 setting. n The childminder showed the inspector around areas of her home used by children and explained how she supports children's learning and development. n A joint observation was carried out by the childminder and the inspector. n The inspector observed the quality of the interactions between the childminder and the children and assessed the impact on children's learning. n Parents shared their views with the inspector through written feedback. n The childminder provided the inspector with a sample of key documentation on request, including evidence of paediatric first-aid training and public liability insurance.

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Inspection activities

6 February 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

6 February 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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