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 make secure progress in their learning and development because they receive good levels of support from the caring childminder. Praise and encouragement helps them to build their self-esteem and confidence. Children demonstrate they are settled and happy as they explore freely and chat to visitors. Children are eager to join their friends. They learn to play cooperatively and to show kindness to others. They develop resilience as they learn to negotiate and resolve disputes amicably.

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The provision is good

Children's behaviour is managed well. They receive clear guidance from the childminder so they begin to understand right and wrong. Children learn about feelings. They begin to understand their emotions and the impact their behaviour has on others. Children become independent in self-care, such as dressing themselves for outdoor play.

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The provision is good

Children begin to assess risks during outdoor play. They develop their physical skills, when they balance and steer using bicycles and scooters. Children build connections within their community, when they visit local places, such as the library and shops. They attend groups and play centres, where they meet other children. This helps to prepare them for the larger social environment of school. Children find out about the wider world through discussions and stories.

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need to do better?

n The childminder finds out children's starting points when they enter her care. She completes accurate assessments of children's development and uses these to plan next steps for them. The childminder plans a varied curriculum that includes all areas of learning. For example, children develop their mathematical knowledge when they compare the different sizes of toy bears. However, the childminder does not fully consider children's interests when planning activities. This means that children are not always motivated to learn and make the best possible progress. n The childminder provides a mixture of child-led play and adult-led learning. For example, she uses a 'song bag' to prompt children to think about rhymes they know. The songs and rhymes help children develop their listening and speaking skills. The childminder models rhythm and repetition of sounds, which promotes their understanding of language. However, the childminder does not always take

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need to do better?

into account the different age and stage of development of children when planning and implementing adult-led activities. As a result, they are not always stimulating for most-able children and they quickly lose interest. n The childminder promotes children's love of books and reading. Children enjoy listening to 'Dear Zoo'. The childminder pauses frequently so children can finish

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need to do better?

23 September 2024 familiar phrases. She introduces new words, such as 'warty', and models sentences for the child, such as 'The monkey is too warty'. The book interests children as they lift flaps and discover the animals the zoo has sent. Children recall other stories. For example, they discuss the 'Goldilocks and the Three Bears' book. They demonstrate they know the story well. n The childminder's embedded routines, such as regular handwashing, help children learn why good hygiene is important. Through role play, they find out about oral health and talk about brushing their teeth at home. Children begin to understand which foods are healthy and which should be kept for treats. They have access to the childminder's garden, where they play outside in the fresh air. n The childminder successfully promotes a two-way flow of communication with parents and other settings children attend. This supports continuity for children.

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need to do better?

Parents comment that their children love to come to the setting and make good progress in their learning. Information is shared with parents to help keep their children safe, for example the use of social media and keeping children safe when they are playing outside. n The childminder works with her co-childminder to evaluate their practice and maintain the good standard of care and learning for children. She accesses training to keep her knowledge up to date. The childminder links with the local authority and other childminders to share ideas and 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 fully consider the different age and stage of development of each child when planning and implementing adult-led activities to ensure learning is meaningful and challenging for most-able children n strengthen the curriculum to ensure they fully consider children's individual interests so that children are always motivated to learn, demonstrate high levels of curiosity, concentration, and enjoyment, and are supported to make the best possible progress.

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Setting details

Unique reference number EY415326 Local authority Wakefield Inspection number 10355456 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 16 Date of previous inspection 29 November 2018

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Information about this early years setting

The childminder registered in 2010 and lives in Featherstone. She operates all year round from 7.30am to 5pm, Monday to Thursday, and 7.30am to 4pm on Friday, except for bank holidays and family holidays. The childminder works with a co- childminder.

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Inspection activities

n The childminder and the inspector completed a learning walk together. They 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

23 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

23 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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