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 Good

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The provision is good

Children are confident, happy and settled in this home-from-home environment. They form secure attachments with the childminder, who is warm, caring and responsive to their needs. Children show positive attitudes to new experiences. With the childminder's timely encouragement and praise, they persevere when they encounter age-appropriate challenges. Children spend long periods of time exploring different textures in a tray. They relish filling and emptying coloured cereals into containers and enjoy playing with small-world animals, mimicking the sounds the animals make.

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The provision is good

The childminder supports children to be as independent as possible and ready for the next stage in their learning. She arranges resources to enable children to self- select and independently choose their learning. Children begin to cut their own fruit and wash their hands and faces. The childminder encourages children to put their own wet suits and boots on before they go outside. Children become independent and enjoy doing things for themselves.

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The provision is good

The childminder has clear intentions for children's learning. She places a high focus on developing children's communication and language skills. She provides the children with a language-rich environment. She clearly models language, talking to children as they play and introducing rich language and new words, such as 'crunchy' and 'sticky'.

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need to do better?

n The childminder finds out children's starting points from parents. She then continues to observe and assess children's development over time. This helps her to identify any gaps in children's learning and to plan next steps for children to achieve. The childminder demonstrates a sound knowledge of how she will work in partnership with others, if she becomes concerned about a child's development. n The childminder carefully considers the needs of children who are in receipt of additional government funding, to determine how this will most benefit each child. She spends any additional funding wisely and identifies how to support individual children. For example, the childminder uses funding to provide children with activities to develop their understanding of planting and growth. n Children enjoy stories, songs and rhymes. They enthusiastically pretend to hop like a bunny as they sing along to the 'Hop Little Bunnies' song. The childminder

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need to do better?

ensures that books are easily accessible. Children look at books independently and turn the pages carefully. They listen attentively as the childminder reads stories with expression. Children develop a love of books and stories. n Children learn to behave very well. The childminder is a good role model. They

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need to do better?

19 April 2024 copy her pleasant manners by saying please and thank you to each other as they play. She sensitively reminds them if they forget. The childminder deals with minor disputes by calmly reminding children how to negotiate and take turns. They respond well to the warm praise and clear explanations. n Partnerships with parents are good. Parents express a tremendous amount of praise for the care and education their children receive. The childminder provides home learning ideas for parents to support their children's development. The childminder uses an online app to keep parents updated with their children's development. This helps to provide continuity of care and learning to the highest level. n The childminder plans a broad range of daily outings to support children to learn about their community. For example, children attend rhyme time and music sessions. Children have many opportunities to meet others in the community,

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need to do better?

such as through playgroups. This develops children's social skills and builds their confidence in social situations. n Mathematics is weaved throughout the activities of the day. For example, they count how many steps they take across stepping stones and how may pieces of apple they have. Children are acquiring early mathematical knowledge in preparation for later learning. n The childminder works with assistants on different days across the week. She ensures assistants have completed mandatory training and shares information with them in monthly meetings to enable them to implement new ideas into practice. However, precise training, coaching and support to help the assistants develop their practice further has not yet been fully established.

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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 strengthen the procedures in place for the coaching, training and supervision of assistants in order to help develop their knowledge and skills to the highest level.

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Setting details

Unique reference number EY544595 Local authority Wakefield Inspection number 10335726 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 10 Date of previous inspection 25 June 2018

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Information about this early years setting

The childminder registered in 2017 and lives in Ossett, Wakefield. She occasionally works with assistants. The provision operates Monday to Friday, from 7.30am until 6pm all year round, expect for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder offers 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 observed children taking part in a range of activities, both indoors and outside. They assessed the impact this has on children's learning, development and welfare. n The childminder showed the inspector around the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector looked at a sample of the childminder's documents, including evidence of training and the suitability of those living on the premises. n The inspector viewed written feedback from parents to gather their views. n The childminder joined the inspector for a joint observation.

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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

19 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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