Childminder in Calderdale

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 happy and safe in the childminder's home. They form strong attachments with the childminder. Children attend settling-in sessions to support them when they first start. When children become tired, they are happy to cuddle the childminder to fall asleep. Older children lay their heads on the childminder's shoulder when they need a rest.

p.2

The provision is good

The childminder places a sharp focus on developing children's understanding of the world around them. She places a lot of emphasis on children playing outdoors. Children are excited when the vegetables, which they have planted for Christmas dinner, are starting to sprout. The childminder takes children on outings within the local area. Children visit a nearby farm where they can pick raspberries at certain times of the year and feed the ponies. This supports children's understanding of where food comes from and how to take care of animals.

p.2

The provision is good

The childminder knows each child extremely well. She completes regular assessments to ensure that she plans for gaps in children's learning. The childminder gains input from parents on these assessments. This further develops links with home. The childminder skilfully plans activities that are suitable for all children and build on their prior knowledge and learning. Children make good progress in relation to their starting points in development.

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need to do better?

n The childminder works alongside a co-childminder. Together, they evaluate their practice to consider where improvements can be made. The childminder gathers feedback from parents. She engages in a range of training opportunities, such as safeguarding training and how to support children with special educational needs and/or disabilities. This helps her to keep her knowledge and practice up to date. n The childminder embeds mathematical language and problems into children's play and purposefully planned activities. She skilfully extends children's mathematical knowledge further. For example, she recognises when children can easily count four objects and then provides them with more objects to count. n On the whole, the childminder supports children's communication and language well. She engages in discussions with children about what they are doing and asks a range of questions. However, the childminder does not consider the

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need to do better?

impact of the television in the background on children's attention and communication skills. n The childminder ensures that children develop their early literacy skills. She provides opportunities for children to make marks inside and outdoors. For example, children enjoy drawing on an easel with chalk in the garden. The

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need to do better?

27 February 2024 childminder reads children's stories with enthusiasm. This helps to develop their early love of reading and books. n Children behave well and are happy to help. The childminder encourages children to help tidy up in preparation for mealtimes and before going outside. She models how to tidy up, which supports children to join in with her and learn how to look after resources. n The childminder supports children's understanding of health and hygiene practices. She prepares healthy meals and snacks for children, including using potatoes that children pick themselves from the garden. The childminder uses books to support discussions with children about how to take care of their teeth. The childminder supports children to wash their hands before meals and after using the toilet. n The childminder carefully ensures that all children can join in with planned activities. Younger children are able to access low-level resources. The

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need to do better?

childminder tailors activities to meet the needs of the oldest and youngest children. However, she sometimes overlooks opportunities to do this at other times, such as mealtimes and when children wash their hands. This means the youngest children do not always have the same social and learning opportunities as older children. n Parents are happy with the childminder. They share how they are happy with the updates they receive throughout the day. Parents comment that the childminder plans settling-in sessions around their children, depending on their needs. They say how influential the childminder is on their children, such as when children wake up in the morning hoping it is their day to visit the childminder. The childminder keeps parents informed about their child's development through daily feedback and messages.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n reduce distractions as children play to support them to deepen their engagement further n develop opportunities to include younger children more fully in daily routines to support their learning and sense of belonging even further.

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Setting details

Unique reference number EY423233 Local authority Calderdale Inspection number 10308336 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 12 Number of children on roll 8 Date of previous inspection 29 March 2018

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Information about this early years setting

The childminder registered 2011 and lives in Halifax. She works with a co- childminder, who is her daughter. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

p.4

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 inspector viewed the setting and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. 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

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

27 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

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

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