Owen, Wendy Jane

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

p.1

The provision is good

Children feel safe and secure in the care of this friendly childminder. She spends time getting to know children before they start. She builds strong relationships with children and their families. Children seek the childminder out for comfort, and they receive lots of positive praise and encouragement as they play. They clearly enjoy each other's company. Children behave well and demonstrate kindness to each other. For instance, they pass toys and give cuddles to younger children without prompting. The childminder models the behaviours she expects, and children know the routine well. Children happily share toys and take turns in their play. They spontaneously take their shoes off and place them tidily in the entrance, when they arrive at the childminder's home.

p.2

The provision is good

The childminder understands how children learn and she plans activities which support children's interests. She sequences her curriculum through a mix of adult- led and child-initiated activities. Children make good progress in their learning. The childminder provides children with daily opportunities to be active. Children enjoy rolling and kicking a soft ball to each other in the playroom. They go on countryside walks, visit local parks and soft-play gyms in the local community. These activities help to develop children's physical skills.

p.2

need to do better?

n The childminder has clear intentions for children's learning. She uses regular observations to assess children's development, identify any gaps and plan the next steps in their learning. The childminder works with parents and other settings children attend. She makes sure the children in her care are making progress and are ready for the next stage in their learning, and the move on to nursery and school. n The childminder promotes children's communication and language development well. She joins children's play and offers a narrative of what they are doing. The childminder models new language through repetition. She asks a good range of questions to support children's thinking. Children are confident to speak in the group and share their thoughts and ideas. The childminder introduces new vocabulary, such as tulip and stalk, through activities, songs and stories. She speaks clearly to children. n Children learn about a healthy lifestyle. The childminder provides nutritious

p.2

need to do better?

home-cooked meals, and healthy snacks. She provides water for children to drink and encourages them to keep hydrated throughout the day. Children understand the need to wash their hands before they eat, and they talk to the childminder about oral hygiene. Children are looked after in a safe environment, which is regularly risk assessed by the childminder. They learn how to manage their own safety through the childminder's gentle reminders and clear

p.2

need to do better?

12 March 2024 explanations. n The childminder provides children with a good range of activities and resources that they can freely choose from, and which support their interests. This includes a good range of role-play activities. Children spend time playing with the dolls and pretending to have a picnic with the associated resources. Children are happy for the childminder to be involved and extend their play. Furthermore, they happily include younger children in their game. However, when the childminder prepares a planned activity, she does not give enough thought to the differing abilities of children. This means, at times, children are not effectively challenged to the highest level. For instance, during craft activities, most-able children do not have the autonomy to demonstrate their individual creativity. n Early mathematical learning is skilfully woven into children's play by the childminder. Children can count confidently by rote and are learning the

p.2

need to do better?

properties of numbers by grouping objects. Children learn about size and shape through effective questioning. The childminder uses songs and rhymes with props, to build on and consolidate children's understanding of mathematical concepts. n The childminder shares valuable information with parents on a daily basis. This includes photographs and daily conversations. Parents are confident in the care provided by the childminder. She is experienced and makes sure that she puts children's safety and well-being at the heart of her practice. The childminder has great pride in her service. She attends mandatory training and identifies additional professional development opportunities to enhance her own knowledge and skills.

p.3

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 ensure planning is more carefully considered to challenge children and extend their learning during adult-led activities.

p.3

Setting details

Unique reference number 310812 Local authority Kirklees Inspection number 10312172 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 16 Date of previous inspection 23 April 2018

p.4

Information about this early years setting

The childminder registered in 1993 and lives in the Colne Valley. The childminder operates all year round, from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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 childminder and inspector discussed the curriculum. 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 shared information about how she works in partnership with parents. n The inspector held discussions with the childminder in relation to the leadership and management of the setting. She looked at relevant documentation, such as evidence of the childminder's suitability to work with children. n The inspector observed the interactions between the childminder and children in the dedicated playroom.

p.4

Inspection activities

12 March 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.

p.4

Inspection activities

12 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6