Childminder in Wakefield

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 are confident and happy in the home of this calm and nurturing childminder. They are given lots of reassurance when needed, such as when there is a visitor to the home. Young children demonstrate their enthusiasm for the activities and resources that are available to them and show that they are settled and happy in the childminder's care. They know the high expectations that the childminder has for their behaviour. For example, children help to tidy away the toys when they have finished with them. They value the praise given to them by the childminder, who supports and promotes their self-esteem well. Children learn to play cooperatively and to show kindness to others from a young age.

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The provision is good

Children make good progress in their learning and development. They receive effective support from the caring childminder, who knows their likes, dislikes and abilities. Children are keen to explore, investigate and join in with the good range of activities that the childminder plans to promote their learning. For example, children develop their small hand muscles as they manipulate dough with a rolling pin, shape cutters and between their fingers. Children learn to persevere when using scissors to cut the dough. They identify shapes and colours as they play. Children confidently explore the wide range of resources freely accessible to them and know where to find favourite toys.

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need to do better?

n The childminder creates an engaging curriculum that is based around children's interests. She has a secure understanding of child development and uses the curriculum to build and extend what children already know and can do. The childminder offers a good balance of focused, quieter activities and more active play. She uses assessments of children's development to inform her curriculum and planning. The childminder focuses on the skills that children will need to progress in their next stage of learning, such as promoting their independence. n The childminder models the use of language well and introduces new vocabulary instinctively. For example, during a play dough activity, she introduces words to describe size, shape, smell and texture. The childminder narrates on children's play, so they hear speech and language and encourages children to talk to her. She is also quick to respond to young children's non-verbal gestures as they

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need to do better?

make their needs known. n The childminder skilfully supports children with special educational needs and/or disabilities. She is confident to identify when children may need extra support with their development. The childminder works closely with parents and the local authority. The use of targeted support plans helps children make good progress. n The childminder completes a wide range of training and professional development opportunities to improve and develop her practice. This includes

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need to do better?

9 April 2024 mandatory training, such as first aid. The childminder reflects on her own abilities and has pride in the quality of care that she provides to children and their families. However, reflective practice is not yet sharply focused on how the childminder can raise the quality of teaching to an even higher level. n The childminder makes good use of her garden and the local community to enhance children's learning. There are regular visits to the library, museum and soft-play centre, which also support children's social interactions. Children have good opportunities to increase their physical development. They use a good range of play resources in the garden and explore local parks. Children are excited as they explore foam soap in a tuff tray to hunt for bugs. They squeal with delight as they watch the wind blow the foam around the garden and chase after it. Children practise their balancing skills as they walk along a balance

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need to do better?

beam and test out their balls skills as they throw and kick the ball to the childminder. n The childminder works well in partnership with parents. She gathers good information from parents when children first start at the setting. This ensures that she has a good picture of where children are in their learning. The childminder gains regular feedback from parents to help her to monitor the effectiveness of her provision. Parents' written comments offer very positive support of the care and learning that are provided by the childminder.

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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 target professional development opportunities more precisely to help raise the quality of teaching to an even higher level.

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Setting details

Unique reference number 2651029 Local authority Wakefield Inspection number 10333002 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 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Featherstone near Pontefract. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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 setting. n The childminder and the 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 Parents shared their written views of the setting with the inspector. n The inspector held a discussion 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 the children in the home and in the garden.

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Inspection activities

9 April 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

9 April 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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