Smith, Karly Elaine

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 childminder is admirably dedicated to ensuring that every child succeeds in this inclusive and welcoming setting. She has an accurate view of what children already know and what they need to learn next, and puts appropriate support in place to meet individual needs. This helps all children, including those in receipt of government funding or those needing extra support, to make good progress from their starting points.

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The provision is good

Children show positive attitudes to learning and are proud of their achievements. The childminder is a superb role model and encourages children to display kind and caring behaviours to each other. Settling-in procedures support children's emotional well-being. Children evidently feel safe and secure and enjoy their time here. As one child pretends to telephone their parent, they say, 'I am having fun at Karly's'.

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The provision is good

The childminder regularly takes children to playgroups, which helps them to develop confidence and social skills in larger settings. Children learn about the world around them through observing the life cycles of butterflies and going on nature walks. They are inquisitive and ask questions about why things happen, demonstrating their curiosity and thirst for learning. Furthermore, children regularly attend an elderly care home, through an intergenerational approach. They interact with others and have lunch with the residents. This helps to promote an understanding and appreciation of similarities and differences between people, families and communities.

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need to do better?

n Communication and language development is a particular strength of the well- planned curriculum. The childminder sensitively models the correct pronunciation of words to children to support their developing speech. Children are introduced to new, ambitious words such as 'carnivore', 'herbivore' and 'Venus flytrap'. This helps them to be fluent in their vocabulary, and all children make good progress with their language development. n Children form strong bonds with the nurturing childminder. They are keen to involve her in their play. Overall, the childminder's questioning is skilful and encourages children's critical thinking skills as they solve problems on how to connect magnetic trains. However, on occasion, the volume of questions asked does not give children the time and space they need to think, process what is being asked and respond. n Children are encouraged to develop a love of reading. The impact of the

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need to do better?

curriculum is demonstrated as children look at books and retell stories, using familiar phrases such as 'one day'. Early writing opportunities are plentiful, as children practise making marks through writing shopping lists in the play

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need to do better?

24 September 2024 supermarket and forming letters in sand. Children develop their small-muscle skills using tongs and tweezers to pick up small items ahead of mastering pencil control. n The childminder is clear about how to support children's developing physical skills. The environment is well organised to allow babies to cruise around furniture. The childminder provides motivation to encourage them to stand and reach for objects. This helps them to make good progress, practising and refining their physical skills and strengthening their large-muscle skills. n Children understand the routines and boundaries of the setting. They help to complete small tasks independently. At tidy-up time, they know what happens next and ask the smart speaker to play the 'tidy-up song'. The childminder teaches children about online safety and shares important information with parents, which helps children to learn how to keep themselves safe while using

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need to do better?

digital technology and the internet. n Partnerships with parents and carers are effective. There is a two-way flow of information, and parents contribute to assessments and the planning process. Parents describe the childminder as 'absolutely fantastic' and compliment the family approach she has created. The childminder shares ideas on how parents can support children's development further at home, for instance sharing information on songs to sing at home and lending books. This helps to create a continuous approach between the setting and home. n The childminder is highly reflective of her practice and develops action plans to ensure continuous improvements. She networks with other childminders to share ideas and keep her knowledge up to date. Training is sharply focused and directly impacts on the quality of education for children. For example, following recent training on communication and language, the childminder has introduced

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need to do better?

'talking bags', containing interesting items to provide more opportunities for conversation and expand children's vocabulary.

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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 make sure that the volume of questions used during interactions with children allows them the space to think and process information before responding.

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Setting details

Unique reference number 2756895 Local authority Wakefield Inspection number 10349579 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 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Pontefract. She operates all year round from 7.30am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder offers government-funded places for childcare.

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Inspection activities

n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector spoke with the childminder about the leadership and management of the setting. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector spoke to parents during the inspection and took account of their views.

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Inspection activities

24 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

24 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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