Childminder in Kirklees

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

The childminder provides a safe, nurturing and homely environment. Children are happy when the childminder greets them at the door. They enter the setting and say 'hello' and 'morning' to the childminder, her assistants and their friends. Children immediately access resources. They show that they feel safe and secure at the setting. The childminder places a priority on children's personal, social and emotional development.

p.2

The provision is good

The childminder and her assistants role model good behaviour. Children copy them and say 'please' and 'thank you'. They learn how and when to use manners, reminding others to say 'excuse me' when they need to move past them. At snack time, children learn routines. They show self-control and patience as they wait for their turn to pour a drink. Children's behaviour is good.

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The provision is good

The childminder provides a broad curriculum with exciting opportunities for children to develop their knowledge. For example, children learn how to grow fruit and vegetables. They have opportunities to cook and taste different foods from around the world. The childminder helps children to learn about different race, culture and celebrations. Children learn about their similarities and differences. The childminder teaches children about people that help them. Children develop their imaginations as they role play police officers and doctors. They learn about how to keep themselves and their friends safe when in the home and community.

p.2

need to do better?

n Overall, the curriculum is good. The childminder and her assistants stimulate babies' senses as they play peek-a-boo. They encourage children to complete foam inset puzzles. The childminder and her assistants encourage children to twist and turn shapes to connect them. Children develop their problem-solving skills. They learn how their body moves and develop balance and coordination, such as when they attend weekly play gyms. n Children remain engaged for long periods of time, such as when they mould with play dough. They use utensils to roll, chop and create models. Children demonstrate their existing skills very confidently. The childminder and her assistants ask children about what they are making. However, at times, they do not consistently challenge children during their play to further develop their skills. n The childminder provides a good balance of adult-let and children's self-chosen activities. However, the quality of education for planned activities is stronger

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need to do better?

than for child-initiated play, particularly mathematics. The childminder embeds children's knowledge of colours. However, she does not focus the curriculum strongly enough on early numbers and number recognition during child-led play.

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need to do better?

14 October 2024 As a result, children do not consistently have opportunities to develop their learning about mathematics and achieve their next steps in learning. n Children have lots of opportunities to develop their communication and language. The childminder teaches children familiar songs and rhymes. Children show their love for rhythm and repetition as they laugh with their friends when doing actions songs. The childminder reads to children regularly. She talks about the pictures and use thoughtful questioning to encourage children to recall the story. Children develop their thinking and early language skills. n The childminder encourages children's independence well. She places objects out of babies reach to encourage babies to explore their environment and strengthen their large muscles. The childminder teaches children of all ages the skills to use cutlery. Staff teach children self-care skills. From a young age,

p.2

need to do better?

children use the toilet and wash their hands. Children learn to independently put on and take off their own shoes and coats. Children progress from bottles to beakers. Children develop the skills they need to learn for their move on to school. n The childminder has clear processes in place to identify and support children with special educational needs and/or disabilities. She completes assessments and works with parents to create targeted plans. All children make good progress in relation to their starting points in development. The childminder shares information with parents through children's individual journals and a private social media page. Parents report that support and communication sharing is good. n The childminder ensure that her assistants receive professional development and supervision sessions. She is reflective and passionate about improving practice. This impacts on the care and education which all the childminder and her

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

should:

n challenge all children more consistently during activities to develop their existing skills further n focus more precisely on what children need to learn next during child-initiated play, particularly in mathematics.

p.3

Setting details

Unique reference number EY541409 Local authority Kirklees Inspection number 10364084 Type of provision Childminder

p.4

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 17 Date of previous inspection 23 January 2019

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Information about this early years setting

The childminder registered in 2016 and lives in the Thornhill area of Dewsbury, West Yorkshire. She operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 4 and works with assistants. She provides government-funded childcare.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The childminder and the inspector discussed how the curriculum is implemented and the impact on children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the childminder and the setting with the inspector. n Children communicated with the inspector during the inspection.

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Inspection activities

14 October 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

14 October 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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