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 relish their time in this nurturing learning environment. They engage in a range of challenging activities that help them to build on their existing knowledge. The childminder works well with parents to find out about children's learning and development when they first start in her care. She uses this knowledge to focus her support for children and to plan for children's next steps in learning.

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The provision is good

The curriculum is well planned to ensure that all children acquire the skills they need to prepare them for their transition to school. The childminder uses positive strategies that are based on the children's level of understanding to manage their behaviour. She manages behaviour in a calm and sensitive manner, and children respond well to this. From a young age, children are encouraged and supported to share, take turns and be aware of others' needs as well as their own.

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The provision is good

The childminder teaches children about healthy growth and development. Children learn about responsibility as they tend to sunflowers they have planted, ensuring that the plants have what they need to grow and flourish. They also enjoy trips away from the setting. The childminder follows up on children's specific interests, for example by taking them to the farm and to art classes to enrich their experiences.

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need to do better?

n The childminder recognises the importance of allowing children time to practise and hone their skills and apply their learning in different ways. This helps to ensure that knowledge is embedded. n The childminder exposes children to a rich language environment and engages them in lots of conversation, asking them questions that challenge their thinking. Children are very keen to share their experiences, thoughts and ideas. However, they are not always actively encouraged to listen to others and to take turns in speaking and listening to further develop their communication skills. n The childminder encourages a love of books from an early age, and children generally focus well during story times. Encouraged by the childminder, children talk about what they see, what is happening and what they think is going to happen next. n Children learn about the different sounds of a range of musical instruments.

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need to do better?

They explore how they can change the pace from fast to slow and loud to quiet as they shake the maracas and beat the drum. They sing 'Old MacDonald Had a Farm', and the childminder encourages them to try and recall all of the animals from a story they listened to earlier in the day. They do so with great success, remembering all of the animals from the story. n Children enjoy learning more about the natural world. They demonstrate their

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need to do better?

18 June 2024 knowledge about life cycles, telling the inspector about their observations of what happened to some frogspawn they rescued after it was found drying up. Children enjoy showing the inspector the environment they created for the frogspawn and point out that the froglets are different to tadpoles because they have legs. n Children enjoy expressing themselves creatively and learn different techniques, such as overlapping and a mosaic approach on their frog pictures. Children concentrate well as they persevere to complete increasingly complicated puzzles. Children tell the inspector what they have recently learned about the planets. Children explain, 'Mercury is the smallest planet, Saturn has rings and we live on planet Earth.' They cooperate well as they decide which planets go where and refer to a wall display to check their answers. n Children regularly count during everyday activities and routines. During singing

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need to do better?

sessions, they add and subtract. However, the childminder does not always support them to calculate the number by themselves. Instead, she leads the song, and the children repeat the number back to her. n Partnerships with parents are very effective, and this collaborative approach helps to build on children's knowledge and skills. Parents say how they can see the good progress their children are making and are full of praise about how well supported the children are and the experiences provided. n The childminder attends regular training to keep her knowledge current. Planning in time to better reflect on the quality of experiences for children will help further promote improvement and ensure that the setting continues to go from strength to strength.

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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 consider further ways to encourage and support children's speaking and listening skills, particularly during large-group activities n encourage children to have a go at calculating numbers by themselves when adding and taking away during number rhymes.

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Setting details

Unique reference number EY355799 Local authority Kirklees Inspection number 10341099 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 12 Number of children on roll 18 Date of previous inspection 4 July 2018

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Information about this early years setting

The childminder registered in 2007. She works alongside three other registered childminders from her home in Slaithwaite, Huddersfield. The childminder operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and one week at Christmas. The childminder employs an assistant.

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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 showed the inspector the premises and discussed how she ensures that they are safe and suitable for children. n The childminder and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector spoke to the children about what they enjoy doing at the childminder's setting. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n The inspector talked to the assistant at appropriate times during the inspection and took account of their views.

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Inspection activities

n The inspector looked at written feedback from parents. 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

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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