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 Not applicable

p.1

The provision is good

Children enjoy their time at the childminder's home-from-home setting. They show they feel safe and secure, as the childminder knows children's needs well. The childminder builds positive relationships with all children and their families. Children arrive ready to learn, excited for what the day holds, and settle quickly. The childminder is calm, patient and attentive to children's needs. Cuddles are readily on offer. Her interactions are kind and gentle.

p.2

The provision is good

Children are physically active. The childminder supports children to learn about the world around them through first-hand experiences. Children spend lots of their time out in the fresh air, exploring nature. For instance, they go on regular trips to the nature park where the childminder helps them to learn how life around them changes with the seasons. They enjoy collecting an array of twigs and leaves for an art project. Children learn to manage risks as the childminder teaches them how to cross the road safely. This strengthens their large muscles and develops coordination skills, as well as keeping children safe.

p.2

The provision is good

The childminder is a good role model and has high expectations. Children's behaviour is good. The childminder creates a relaxed and nurturing environment. Children enjoy each other's company and learn how to play together, developing their early understanding of sharing and taking turns.

p.2

need to do better?

n The childminder offers a broad and varied curriculum for children. She plans around children's individual needs and interests. The childminder focuses on what children already know and builds on this to help them achieve their next steps in learning. Children demonstrate a very positive attitude to learning and make good progress in all areas. n Children benefit from a language-rich environment. The childminder talks to children as they play, modelling new language for them to hear and practise using. For instance, when children point to the ball in the basket, the childminder repeats, 'I would like the squishy ball.' Children hear the words spoken clearly so that they repeat back what they hear. This builds on their growing language skills. n The childminder is passionate about teaching children to build respectful relationships and be independent. Children are beginning to manage their own needs. For instance, they proudly put on their own coats and reach for their

p.2

need to do better?

shoes from their own coloured shelf. This helps children to have the skills they need for the next stage of learning, including school. n Children develop an understanding of early mathematical concepts naturally through play. They use size and begin to understand positional language. For

p.2

need to do better?

10 October 2024 example, the childminder tells them to mark make 'on top of' and 'under' the hippo. However, at times, the childminder does not consistently extend mathematical concepts, such as counting, to develop children's learning even further. n The childminder provides plenty of opportunities for children to learn about the community. For example, children accompany the childminder as she makes donations to the local food bank. This gives children an opportunity to learn about the world around them and ways they can help others. n Children have positive attitudes to their learning. They concentrate and show enjoyment as they play. This is evident when children play imaginatively using the play vacuum cleaner and independently fetch the real dustpan and brush to clean the floors. This allows the childminder the opportunity to teach children about keeping their environment safe. n Parents provide positive feedback. They have a high appreciation for the

p.2

need to do better?

childminder and feel very supported. The childminder shares information about their children's development and what they enjoy each day in her home. Parents are aware of their children's progress and the opportunities the childminder provides. This provides continuity of care. n The childminder manages her setting well. She reflects on the quality of her provision. The childminder has a good knowledge of how to support children, including children with special educational needs and/or disabilities. However, the childminder does not yet consistently undertake additional training that could support her understanding of child development further to improve learning outcomes for children to the highest level.

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 support children to develop their early mathematical skills and knowledge even further during their play n identify professional development opportunities to strengthen knowledge of how children learn and develop to further improve learning outcomes for children.

p.3

Setting details

Unique reference number 2758753 Local authority Wakefield Inspection number 10349502 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 3 Number of children on roll 4 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder was previously registered with a childminding agency between November 2022 and November 2023. She registered with Ofsted in 2023 and lives in Pontefract. The childminder operates all year round, from 7.30am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder 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 their early years provision, including the aims and rationale for their curriculum. n Children communicated with the inspector during the inspection. 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 setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

10 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

10 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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