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

Children look forward to learning and playing as they arrive at the childminder's welcoming home. When some children struggle to say goodbye to their parents and carers, the childminder provides comfort and cuddles. This helps children to quickly settle. They happily join in with the interesting and exciting activities that the childminder plans for them. Children show high levels of engagement as they play and explore. They concentrate well on the wide range of play experiences on offer to them.

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The provision is good

Children are well supported by the childminder to learn how to treat others with kindness. For instance, when children knock over a tower of blocks without asking, the childminder explains to them that this might make their friends feel sad. She helps children to find a way to make the situation right and suggests that they help their friends to rebuild the tower. Consequently, children begin to learn how to cooperate and play well together.

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The provision is good

Children benefit from many opportunities to learn about the natural world. They enjoy regular visits to the woods with the childminder to find out about the changes in the seasons. Children excitedly tell the inspector about seeds that they have planted and explain how they will grow into flowers. The childminder teaches children words linked to their learning, such as 'petal' and 'stem'. This helps to develop children's understanding of the world and builds their vocabulary.

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need to do better?

n The childminder provides children with different types of equipment and levels of support to meet their development needs. For example, children who are more confident in using scissors do so independently as they take part in creative activities. The childminder supports the other children to use specially-adapted scissors as they learn how to cut pieces of card. This approach ensures that all children make good progress as they learn and practise new skills. n The childminder has high expectations for children's behaviour. She explains to children why the rules are in place and supports them to do the right thing. The childminder offers lots of praise to children to reinforce their positive behaviours. For example, children eagerly help to put the resources away when the childminder asks them to tidy up. n The childminder speaks clearly to children to help them to learn how to pronounce words correctly. Children hear and join in with singing a range of

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need to do better?

songs and rhymes. The childminder explains new concepts to children in a way that helps them to understand new ideas. This supports children's communication and language skills. However, on some occasions, the childminder does not ensure that those children who are quieter receive

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need to do better?

29 February 2024 consistent opportunities to practise their speaking skills, because more-confident children sometimes dominate her time and attention. n The childminder encourages children to practise managing their own personal needs. Children are proud when they use the toilet by themselves. They show that they are learning good hygiene routines as they tell the childminder that they used soap and water to wash their hands. Children peel their own oranges and bananas at snack time. As a result, children become independent and confident in their own abilities. n Parents say that their children make good progress and enjoy their time with the childminder. They say that their children build special friendships with other children who attend. The childminder provides parents with updates about their children's experiences in the setting. However, the childminder does not ensure that all parents know their child's next steps in their development. This does not

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need to do better?

fully support all parents to build on their children's learning at home. n The childminder seeks the views of parents about the care that she provides for their children. She values their opinions and uses parental feedback to develop and continually enhance her practice. The childminder has worked with a local authority early years adviser to evaluate her setting and make any necessary improvements. She regularly reviews her provision and makes changes to adapt it to meet the needs of the children in her care. n The childminder takes part in training and professional development opportunities. This helps her to develop her skills further to support her to continue to provide high levels of care and education for children.

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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 strengthen the opportunities for quieter children to further build their confidence and speaking and listening skills n provide all parents with information about their children's next steps in learning to help them to provide further support at home for their child's learning and development.

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Setting details

Unique reference number EY375962 Local authority Wakefield Inspection number 10311940 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 4 Number of children on roll 4 Date of previous inspection 16 April 2018

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Information about this early years setting

The childminder registered in 2008 and lives in South Elmsall, near Pontefract. She operates during term time, from 9am until 12pm, Monday to Friday. The childminder has an early years qualification at level 3. She 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 childminder. n The childminder discussed with the inspector how she organises the early years setting, including her aims and rationale for the curriculum. n The inspector spoke with the childminder about her safeguarding knowledge and responsibilities. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a creative activity with the childminder. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documents on

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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

29 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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