Childminder in Wakefield

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children happily engage and focus during particular activities, such as dough play, as a result of the childminder's enthusiastic teaching. Children develop some skills for their future move to nursery school, such as confidence, aspects of independence and positive relationships. However, the childminder does not purposefully plan an effective curriculum, and daily routines, to help children to make the best possible progress and understand what is expected of them. This includes children in receipt of additional funding and those with special educational needs and/or disabilities (SEND).

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The provision requires improvement

The childminder is not always clear about what she wants children to learn and how they learn best. This does not ensure that all activities and available resources are engaging, stimulating and age-appropriate for children. The childminder does not always carry out, and use information from assessments well enough, to fully support children's learning.

p.2

The provision requires improvement

The childminder demonstrates a positive and caring manner with the children. This helps children to feel safe and secure. She recognises and responds to children's care needs, such as when they are getting hungry or tired. The childminder chats away to children, makes up songs as they play and describes the 'juicy' melon at snack time. This helps to build on their early speech. The childminder sensitively intervenes to support two-year-old children learning to share.

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need to do better?

n The childminder does not consistently plan motivating and stimulating activities and environments, to cater for children's stage of development and interests. For example, the childminder sets out a water activity to support children's hand-to- eye coordination. However, there is not enough water for children to scoop. In addition, the childminder does not fully consider each child's different abilities, especially those aged three, when planning how she will resource this activity. n The childminder does not give good consideration to the resources available to children, to enable them to learn through playing and exploring. Consequently, although children enjoy certain adult-planned activities, they lose interest and focus when leading their own play. n The childminder's assessments of children's progress are not always accurate enough and she does not use information from her own and other professional's

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need to do better?

assessments well enough. This means that she does not consistently plan for children's future learning and their interests, provide good levels of challenge and help children to make the progress they are capable of. n Although the childminder's provision is not fully effective, she demonstrates some good-quality interactions. For example, she introduces new words as

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need to do better?

12 July 2024 children taste lemons, and uses spontaneous opportunities to build on children's learning. The childminder counts out the pieces of toast and fruit and helps children to learn different skills as they manipulate dough. n The childminder shows children how to flatten dough and roll it to create a 'sausage' shape. She explains how children need to press down harder to create the pattern of the cutter. This helps children to develop small-muscle strength. Children practise their large physical skills as they use equipment, such as a small slide and see-saw. n The childminder praises children for their achievements, such as making a 'pancake' with the dough. This helps to foster children's self-esteem. She models and encourages the use of good manners as she hands out the toast and fruit. However, children sometimes struggle to understand and follow expectations during daily routines, such as snack time, because these are not reinforced

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need to do better?

consistently by the childminder. n The childminder teaches children respectful and kind behaviours, such as taking turns. She builds on children's social skills, such as encouraging all children to help tidy up together in readiness for snack time. However, children do not have enough opportunities to recognise and learn about the similarities and differences between themselves and others. n The childminder keeps essential training updated, such as safeguarding and first-aid. However, she does not effectively reflect on practice and identify continued professional development to help improve teaching and learning. n The childminder gathers important information from parents to help children to settle in. She shares photographs and information on how they can support key milestones together, such as children learning to use the toilet. The childminder links with other professionals where children are identified with SEND. The

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need to do better?

childminder involves parents in expressing their views through questionnaires and daily conversations, for instance. Parents are keen to share positive feedback.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

12 July 2024 improve the planning of challenging and enjoyable experiences across the areas of learning that take full account of all children's individual needs, interests, and development 26/07/2024

p.3

Due date

improve approaches to teaching and learning, to help children to develop the skills that prepare them for future learning, through playing and exploring 26/07/2024

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Due date

improve assessments of what children know and can do, to better shape teaching and learning experiences for each child. 26/07/2024

p.4

should:

n reinforce children's understanding of boundaries and behavioural expectations more effectively and consistently n develop opportunities for children to understand and appreciate diversity and what makes them unique n improve the arrangements for reflecting on practice, in order to identify focussed continued professional development opportunities that will improve teaching and learning.

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Setting details

Unique reference number EY369626 Local authority Wakefield Inspection number 10351496 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 7 Date of previous inspection 13 September 2018

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Information about this early years setting

The childminder registered in 2008 and lives in South Kirkby. She operates all year round, from 8am to 3.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives funding for two-year-old children. She holds a childcare qualification at level 3.

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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 the suitability and safety of the childminder's premises, indoors and outdoors. n The inspector held discussions with the childminder to understand how she organises her early years provision and implements the curriculum. She observed the quality of education during activities and assessed the impact this has on children's learning. n The childminder and the inspector carried out a joint evaluation of an activity. n The inspector spoke to children and parents. The childminder also shared written feedback from parents. n The childminder shared a sample of relevant documents.

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Inspection activities

12 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

12 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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