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 Not applicable

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The provision is good

Children feel happy and safe in the presence of this gentle and nurturing childminder. The childminder develops a warm and secure relationship with the children in her care. Children respond positively to her calm and caring approach. They go to the childminder for cuddles and reassurance and use her as a secure base to explore the environment.

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The provision is good

The childminder knows children well. She plans an ambitious curriculum for all children, including those with special educational needs and/or disabilities (SEND). The childminder plans activities based on children's interests and developmental needs. She uses assessments to check what children know and can do. The childminder plans activities that challenge children's thinking. All children, including those with SEND, benefit from meaningful learning. They make good progress. Children are ready for the next stage of education.

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The provision is good

Children's behaviour is good. The childminder encourages children to be respectful of each other. She models the behaviours she expects. The childminder develops children's resilience and encourages them to keep on trying, such as to have one more try to hit the ball with the bat. Children are proud of their achievements when they finally hit the ball. They develop a positive attitude to their learning.

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need to do better?

n Children develop good language and communication skills. The childminder speaks clearly and encourages young children to engage in back-and-forth conversations. She acknowledges the sounds children make and continues the conversation. For example, when playing with young children, the childminder models the words 'open' and 'close' as they play with a box. The childminder gives children time to respond and praises them when they attempt to say the word 'close'. n The childminder plans activities for children to develop their physical skills. She encourages children to use their small muscles to break the bricks apart and repeats the word 'snap' as she models how to pull the bricks apart. The childminder praises children and gives a 'thumbs up' when they do this for themselves. Children develop their large muscles outdoors where they can run and climb. The childminder teaches children how to use a bat and ball. Children

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need to do better?

are confident movers. n Children develop their independence skills. The childminder encourages children to use the toilet and wash their hands independently. She teaches children to put their own coats on. For example, the childminder explains how to put their hoods on before trying to put their arms in their coat sleeves. Children listen to her instructions and manage to put their coat on to go outside.

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need to do better?

18 March 2024 n The childminder plans activities for children to develop their literacy skills. Children listen attentively as the childminder shares story books with them. She encourages children to talk about the story. Young children enjoy looking at interactive books. They enjoy lifting the flaps and finding the pictures. Children learn to recognise their name and begin to recognise other letters. However, the childminder does not always have the skills to extend older children's learning, particularly in their literacy development. This means that some children do not always make the progress that they are capable of. n Children develop an understanding of how they can keep themselves safe. The childminder teaches children about safety rules. For example, she models how to use a knife safely when they chop their fruit for snack time. The childminder teaches children about road safety when they walk to school. Children learn to

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need to do better?

'look and listen' for cars when they cross the road. n The childminder completes the written progress check when children are aged between two and three years. She identifies any gaps in children's learning and provides the support they may need. The childminder works effectively with outside agencies to support children with SEND. She considers children's individual needs when deciding how to use additional funding to support their learning and development. n Parents are very happy with the care their children receive. The childminder gets to know children before they start. She finds out about their likes and dislikes from parents. The childminder uses this information to help children to settle quickly and develop positive relationships with children and their families. Parents comment their children like the home-from-home environment.

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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 enhance professional development to focus more precisely on building knowledge of teaching, particularly in supporting older children's literacy development.

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Setting details

Unique reference number 2664151 Local authority Calderdale Inspection number 10260073 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021. She lives in Halifax, West Yorkshire. The childminder opens all year round, from 8am to 5.30pm, Monday to Friday, except for family and bank holidays. The childminder holds a relevant childcare qualification at level 3. She works with a co-childminder. The childminder 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 inspector viewed the setting and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years setting, including the aims and rationale for the curriculum. n The inspector observed the interactions between the childminder and children. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed 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

18 March 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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