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 have fun in this setting. The childminder is enthusiastic, which motivates them to join in with play and activities. Children benefit from well-equipped outdoor and indoor areas. The resources are carefully chosen to inspire role play, promote communication and language, and encourage children to be creative. The childminder works with a co-childminder and children benefit from their different skills and approaches to learning. For instance, children enjoy re-enacting real-life experiences with the co-childminder, such as making tea in the play kitchen.

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The provision is good

Books feature heavily in the curriculum and the childminder fully supports children to develop a love of stories. She reads a wide range of books to them throughout the day, such as 'The Little Red Hen'. The book's repetitive vocabulary and sequence of events helps children develop their language skills. The emotions portrayed in the story help children begin to understand a mixture of feelings.

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The provision is good

Children generally behave well because they are busy and keen to learn. They receive age-appropriate guidance from the childminder that helps them understand rules and boundaries. Children are encouraged to be polite and use good manners. They develop their understanding of good hygiene and become independent in self-care in preparation for the move to nursery school.

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need to do better?

n Before children start in her care, the childminder visits them at home. This enables her to see what children's family life is like, how their learning is supported, and the life experiences children have. The visit also gives the childminder time to talk to parents about children's development. She uses the information she gathers to help children settle quickly and they soon become confident in the setting. n The childminder observes children's progress. She uses her assessments to identify their next steps in learning. The childminder offers a good balance of child-led play and adult-led learning. However, she does not always help children build on what they already know, to embed their learning, and make connections. This means they do not make the best possible progress in all areas of learning. For instance, children enjoy playing with dinosaurs. Previously, they have learned the names of them and read books about them, but the

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need to do better?

childminder does not support them to connect the different activities and recall their prior learning. n The childminder promotes children's communication skills very well. She models a wealth of language to extend their vocabulary. For instance, the childminder takes children on a 'bear hunt' in the garden. They feel the 'prickly' grass that is 'swishy, swashy'. They think about the texture of the 'oozy, yucky mud' and

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need to do better?

4 September 2024 pretend to splash in the 'deep, dark, river'. Children learn nursery rhymes in both English and their home languages. The childminder uses key words in children's home languages to help them convey their wants and needs. n Children's early literacy and mathematical skills are promoted throughout their play. For example, children use sticks and their fingers in soil to make patterns. They draw shapes and find objects that look the same. Children identify numbers in their play and use chalks to write numbers on the ground. They begin to understand concepts such as full and empty when they fill containers with water. n In the main, the childminder supports children well to build relationships with other children and adults. She teaches them to share and take turns. During their play, the childminder encourages children to work together and share their ideas. However, at times, she does not support children fully to understand and

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need to do better?

manage their own behaviour. For example, if they push another child away, the childminder asks them to say 'sorry', but does not give them enough explanation as to why their behaviour is not acceptable, or the impact it has on others. n The childminder has regular discussion with parents about their children's development. They comment that their children make good progress, and they are happy with the care and learning their children receive. The childminder shares ideas with parents to support learning at home, such as using home languages alongside English and reading familiar books with children. n The childminder is keen to continually improve her knowledge and skills. She is completing training to support children who have special educational needs and/or disabilities (SEND). She attends local authority events to keep her knowledge up to date and share good practice.

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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 support children more effectively to begin to manage their own feelings and behaviour and to understand the impact their behaviour has on others n strengthen the curriculum so that it is coherently planned and sequenced, always considering what children already know and supporting them to embed learning and make connections between their experiences.

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Setting details

Unique reference number EY549197 Local authority Wakefield Inspection number 10357748 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 30 January 2020

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Information about this early years setting

The childminder registered in 2017 and childminds from another registered childminder's home in Featherstone. They currently operate from Tuesday to Thursday 9am until 3pm, all year round except for bank holidays and family holidays. The childminder provides funded education for two- and three-year-olds.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector discussed how the childminder organised different aspects of learning. n The inspector spoke to children about activities they enjoy when they attend the setting. n The inspector considered parents' feedback and discussed working with different families with the childminder. n The inspector observed the quality of education. She talked to the childminder about how they evaluate the provision and their ongoing professional development. n The inspector carried out a joint evaluation of an activity with the childminder.

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Inspection activities

4 September 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 September 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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