Childminder in Kirklees

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 arrive and settle quickly at this home-from-home childminding setting. The childminder works hard to ensure she provides a fully inclusive service. She works with other professionals and implements their plans well. For example, she delivers targeted interventions to help strengthen children's large muscles. This ensures that all children receive the right support at the right time, and that their individual needs are met.

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The provision is good

The childminder plans learning programmes, which build upon children's prior knowledge and understanding. These plans are linked to the children's individual interests. Children receive lots of praise and recognition for their individual achievements. This helps children to develop positive attitudes to learning. All children, including those with special educational needs and/or disabilities, are making good progress at the setting. Children are prepared well for their next move to school or other settings.

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The provision is good

Children have developed bonds with the childminder and her assistants. They receive emotional support, which helps them to understand their feelings and promotes their well-being. The childminder and her assistants have high expectations of the children and act as positive role models. Children demonstrate good behaviour at all times and enjoy being with the adults who care for them at the setting.

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need to do better?

n The childminder provides children with experiences outside of the setting. For example, children enjoy regular walks to school, where they have opportunities to balance and run. This helps them to develop their large muscles. They have enjoyed visits to the local town, where they can walk along the canal. Children are learning about the wider world and communities beyond their own. n Overall, the childminder and her assistants encourage children to develop their speech and language skills. For example, the childminder listens to what children say to her and responds to their questions. She maintains eye contact with babies as they babble, and responds positively to their sounds. However, at times, children who are learning to talk do not have new words reaffirmed or repeated back to them. Also, there are times when the childminder and her assistants do not introduce new words to describe things in different ways. This

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need to do better?

aims to support children to develop a wider vocabulary and strengthen and secure their language development. n The childminder is passionate about supporting children to develop a good understanding of how to be healthy. For example, she provides healthy snacks and meals and shares the seasonal menus with parents. She is participating in a

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need to do better?

18 June 2024 local authority pilot programme aimed at helping to reduce childhood obesity in the area. She models positive language around healthy choices. Children are developing a love of healthy food and are making healthy choices independently. n Children and babies are encouraged to be independent and manage things by themselves. For example, the childminder encourages all children to feed themselves with spoons. Babies wash their own hands and older children know to put away their things when they have finished with them. Children are developing a range of new skills and developing their confidence. n The childminder and her assistants do not consistently support children to develop their thoughts and ideas. For example, they ask the children too many closed questions which children can only respond to with one word answers. This does not encourage children to use longer sentences, a wider vocabulary, or

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need to do better?

develop their thoughts and ideas fully. n The childminder shares important information with receiving schools and playgroups about children when they are ready to move on. She invites school teachers and staff from local playgroups to visit her setting. This helps children to move to their new settings smoothly and with confidence. n Parents are very happy with the care their children receive. They describe how their children are coming on in 'leaps and bounds'. They report they are kept very well informed about what their children are learning about. They inform the inspector that their children learn lots of new skills and are gaining independence. These strong parent partnerships fully support children's learning and development at the setting.

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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 use more effective questions to extend the children's thinking and encourage children to develop their thoughts and ideas fully n introduce children to new vocabulary and repeat and reaffirm new words to children to strengthen and secure their language development.

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Setting details

Unique reference number EY539103 Local authority Kirklees Inspection number 10339215 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 9 Number of children on roll 26 Date of previous inspection 4 July 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Golcar, Huddersfield. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays, family holidays and the week between Christmas and New Year. The childminder employs two assistants. The childminder provides funded early education for two- year-old children. She holds a childcare qualification at level 6.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector observed the interactions between the childminder, her assistants and the children. n The inspector spoke to parents during the inspection and took account of their views.

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Inspection activities

18 June 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

18 June 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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