Beaumont, Jayne

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 thrive in the warm, welcoming and homely environment the childminder provides for them. Children build strong relationships with the kind, caring and nurturing childminder. They display good levels of confidence and self-esteem and demonstrate that they feel safe and secure in her care. The childminder skilfully supports children to develop their understanding of different feelings and emotions. For example, children thoroughly enjoy the well-planned and organised sensory experiences the childminder provides for them. They listen intently to the childminder as she talks about how the different textures feel on their body. The childminder talks to children about their emotions as they laugh and smile when they feel rough and prickly textures on their hands.

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The provision is good

Children benefit from the ambitious curriculum the childminder plans for them. They immerse themselves completely in activities led by the childminder and show good levels of curiosity in their learning. The childminder is skilled at planning activities according to children's individual learning needs and interests. She regularly completes observations and assessments to monitor their progress. The childminder uses this information to identify children's next step learning targets. She plans learning opportunities and activities that are targeted to their individual needs. As a result, children make good rates of progress and develop the skills they need for their future learning.

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need to do better?

n Children benefit from the very well-planned settling-in arrangements. The childminder has discussions with parents about what their child already knows and can do before they first start at the setting. She gathers detailed information about their daily routines and incorporates these effectively in practice. The childminder provides tailored settling-in sessions to help give children the time they need to become familiar with her and the setting. She observes children during this time to assess their stage of development. The childminder uses this information to plan familiar routines and activities that help children settle in. n Partnerships with parents are strong. The childminder has daily discussions with parents and shares regular updates about their child's progress. She includes parents in making decisions about what children will learn next and suggests ways to continue their learning at home.

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need to do better?

n The childminder works effectively with other professionals involved in children's care. For example, she attends regular meetings with parents, outside agencies and other settings children attend. They work collaboratively and consider effective teaching strategies and learning plans that help to promote a consistent approach towards children's learning. As a result, children receive the individual support that they need.

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need to do better?

28 February 2024 n The childminder is skilled in supporting children to develop their communication and language skills. She provides a language-rich environment, which helps children build a wide range of vocabulary. For example, the childminder provides a narrative and running commentary while children play. They speak clearly and encourage children to make different sounds, which helps to develop their emerging speech and language skills. She reads stories and sings nursery rhymes with children daily. n The childminder promotes children's independence and physical skills very well. She gives children the space and time that they need to have a go and do things for themselves. For example, babies are supported to develop their upper body strength and coordination as they sit up independently picking items from a sensory basket. The childminder supports them to stand for short periods of time to help develop the muscles and strength in their legs. The childminder

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need to do better?

encourages children to feed themselves using cutlery and beakers independently. This helps to prepare children well for their future learning. n The childminder takes children to local playgroups and meets up with other childminders to give children opportunities to develop their social skills. However, there are fewer opportunities for children to learn about different people, families and communities to maximise their awareness of diversity. n The childminder is highly reflective of her practice. She regularly attends networking meetings with the local authority and other childminders to help keep up to date with any changes. The childminder accesses a range of training courses and completes her own research online for her continued professional development. This helps to maintain the very good standard of service she provides to children and their families.

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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 strengthen ways to enrich children's learning about different people, families and communities to maximise their awareness of diversity.

p.3

Setting details

Unique reference number 310757 Local authority Kirklees Inspection number 10312063 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 2 Date of previous inspection 19 April 2018

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Information about this early years setting

The childminder registered in 1992 and lives in Huddersfield, West Yorkshire. The childminder holds a relevant early years qualification at level 3. She operates Monday to Thursday, all year round, from 6am to 5pm, except for bank holidays and family holidays. The childminder provides free funded early education places for two-, three-, and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and inspector completed a joint observation. The childminder discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector reviewed relevant documentation and looked at evidence of the suitability of staff working in the nursery.

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Inspection activities

28 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

28 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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