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

The kind and nurturing childminder creates a warm and welcoming environment for children. Children form strong relationships with the childminder, who knows them extremely well. They settle quickly and leave their parents with ease in the morning. Children display that they are happy and secure and develop a strong sense of belonging. This successfully supports children's emotional security and confidence.

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The provision is good

The childminder plans an ambitious and sequenced curriculum for children. Children are provided with a range of interesting play activities to support their learning. For example, children enjoy exploring colour and texture and develop their fine motor skills as they knead and roll play dough. The childminder extends learning and challenges children to make 'long' and 'short' wiggly worms. This supports their mathematical understanding well.

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The provision is good

Children are settled and behave well. They are kind and considerate to their friends. The childminder is a good role model who has high expectations of children's behaviour. She speaks to children in a respectful way and offers them reminders for expected behaviour. For example, she gently encourages children to take turns and share during play. The childminder offers children consistent praise for their efforts, which supports their self-esteem and confidence well.

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need to do better?

n The childminder has a secure knowledge of child development and how children learn. She collects detailed information from parents when children first start. The childminder uses this information alongside regular assessments of what children know and can do to plan purposeful learning experiences. This supports children to achieve their next steps and make good progress. n Overall, the childminder supports children's communication and language skills well. She models words and repeats back to the children if they mispronounce them to help support their understanding. Children hear new words, such as 'crumble' and 'texture' as they explore play dough. However, the childminder does not consistently allow children the time they need to respond to questions that they are asked during play, and to express their ideas and thoughts. n The childminder teaches children the importance of healthy lifestyles. Children

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need to do better?

have daily opportunities to be physically active and play outside. The childminder supports children to develop an understanding of good oral health. For example, children practise brushing teeth using oral health resources. They are provided with nutritious meals and snacks and encouraged to enjoy a healthy and varied diet. n Partnerships with parents are good. The childminder shares information with

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need to do better?

4 July 2024 parents in a range of ways, such as daily conversations and an online platform. She understands the positive effect that partnership working has on children's learning and development. For example, the childminder regularly shares children's next steps with parents to ensure that they can further support their children's learning at home. n The childminder provides consistent opportunities for children to develop independence. She encourages children to make choices in their play. Children are supported well to manage their own personal needs, such as washing their hands before snack. The childminder encourages younger children to put on their own coats and zip them up independently. This supports children well for their eventual move to school. n Children benefit from weekly outings in the local community to broaden their understanding of the wider world in which they live. For instance, the

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need to do better?

childminder plans regular trips to the play parks, farms and country parks. Children attend weekly stay and play sessions where they play with other children. This helps to support their social development well. n Children demonstrate a positive attitude to their learning. They enjoy a mix of adult-led and child-led activities. For instance, children choose to engage in imaginary play with dolls. They work together to dress and change the dolls and put them down to sleep. However, at times, during adult-led play, the childminder is quick to introduce new activities to the children which distracts their attention. This does not fully support their ability to engage in the planned activity or intended learning.

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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 allow children the time they need to gather their thoughts and respond to questions that they are asked during play n limit distractions to children's play and learning during planned activities to help them to focus their attention more deeply on the activities provided.

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Setting details

Unique reference number 2672307 Local authority Wakefield Inspection number 10350725 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 3 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022. She lives in Glasshoughton, West Yorkshire. The childminder is open Monday to Friday, from 7am to 5.30pm, all year round, except for bank holidays and family holidays. The childminder provides 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 setting. n The childminder showed the inspector around areas of her home used by children and explained how she supports children's learning and development. n A joint observation was carried out by the childminder and the inspector. n The inspector observed the quality of the interactions between the childminder and the children and assessed the impact on children's learning. n Parents shared their views with the inspector through written feedback. n The childminder provided the inspector with a sample of key documentation on request, including evidence of paediatric first-aid training and public liability insurance.

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Inspection activities

4 July 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

4 July 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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