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 confident and motivated to learn. They enjoy exploring the environment and self-select from the interesting range of activities on offer. The childminder works well with her co-childminder to provide good levels of support to the children. Well-timed questions encourage children to think. The childminder is skilled in knowing when to stand back and allow the children to problem solve and when it is more appropriate to intervene to add to the learning experience.

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The provision is good

The curriculum provides children with challenge to extend their learning across the different areas. The childminder knows the children well and has a good grasp of how best to support them and build on their knowledge. The childminder recognises the importance of allowing children time to practise and hone their skills and apply their learning in different ways. This helps children to grow in confidence and ensures that knowledge is embedded.

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The provision is good

Children enjoy using different tools to mark make in dough and to roll, cut, flatten and squish it. This helps to develop their physical skills, coordination and strength. Pre-school children learn to recognise their name as they self-register on arrival and put their pictures in their individual named wallets. Children behave well, and the childminder encourages them to cooperate on tasks, sharing and taking turns.

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need to do better?

n The curriculum is well planned and sequenced. Targeted support encourages children to make next steps in their learning journey. Young children are starting to persevere well on tasks with improved concentration and are praised and encouraged by the childminder. n The childminder engages in lots of dialogue with children. She introduces them to new words and their meaning, to extend children's vocabulary. Children learn the words to familiar songs and follow the actions, showing good recall of knowledge. Although good support is in place, there is scope to further consider and encourage younger, more quieter children's language. n Children enjoy building and balancing foam bricks to make structures. They enjoy comparing the height of their structures against their own height and exploring which is taller. Children are physically very able, although opportunities to build on this during daily routines are not always taken, for example, to

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need to do better?

further promote physical independence during lunchtime routines. n Children regularly count during everyday activities. They use scissors to snip off pieces of dough and count each one in turn. They talk about bigger and smaller and compare size and shape. n The childminder encourages a love of books from an early age, and children focus well during story times. They talk about what they see, what is happening

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need to do better?

15 March 2024 and what they think is going to happen next. This helps to develop their language and communication skills. n Partnerships with parents are very effective, and this collaborative approach helps build on children's knowledge and skills. Parents report how they can see the good progress their children are making. They value the regular feedback they receive on their child's progress and how they can best support them at home. n The childminder and her co-childminder work effectively together and continually reflect on their practice. They ensure that they keep their knowledge updated and undertake training to widen their knowledge. This helps to improve outcomes for children. n Good support is in place for children with special educational needs and/or disabilities. The childminder has lots of experience and is effective in her approach to providing useful information to parents. Trusting bonds exist

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need to do better?

between the childminder and the children, and these help to ensure that children make good progress from their original starting points. The childminder signposts parents effectively to places where they can get additional support. Parents clearly value this approach and the childminder's open and honest communication.

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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 maximise the opportunities to promote children's physical independence, particularly during lunchtime routines n develop ways of further encouraging younger, quieter children's language and reflect on the quality of these interactions.

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Setting details

Unique reference number EY397193 Local authority Calderdale Inspection number 10317017 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 22 Date of previous inspection 8 May 2018

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Information about this early years setting

The childminder registered in 2009 and lives in the Boothtown area of Halifax. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She works closely with other childminders and assistants.

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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 provider. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector talked to those working alongside the childminder at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

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

15 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

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