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

Children arrive happy and excited to see the childminder and their friends. The childminder provides a calm and caring environment, where children thrive. Children learn to listen to each other and to take turns with the resources. They happily give their friends the toy when they are finished. Children remain focused in their play for extended periods of time. The childminder's calm influence reflects on children's behaviour. Children are relaxed and feel safe in her care.

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The provision is good

The childminder encourages children to have a positive attitude towards their learning. She encourages children to keep on trying, even when they may find the task difficult. For example, when children say they cannot do something, the childminder offers encouragement and support to help them succeed. She encourages children to have a go on their own the next time. Children are pleased with themselves when they succeed.

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The provision is good

Children develop their physical skills. The childminder provides resources to develop children's large and small muscles. Children expertly balance on the rocker, as it moves from side to side. They use their small muscles as they peel a sticker to add to their paper and use a variety of tools to manipulate the dough. Children develop the skills they need for their move on to school.

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need to do better?

n The childminder knows children very well. She uses assessment effectively and speaks confidently about where children are in their learning and what they need to learn next. For example, when children need to develop their physical skills, she plans a range of activities to help develop their large muscles. This means children make the progress they need for the next stage in their learning. n Children have a balance of child-led and adult-focused activities. The childminder plans interesting activities for children. She is well prepared and organises the resources well. For example, she involves children in making the dough to use during an activity. They show high levels of concentration and remain engaged for long periods of time. n Children develop good language and communication skills. The childminder speaks clearly and comments on what children are doing. She sensitively repeats words back when children mispronounce them. Children are confident speakers

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need to do better?

and engage in conversations with each other. n The childminder builds positive relationships with parents. Parents comment that their children enjoy spending time with her. The childminder keeps parents informed about what their children have been doing during the day. However, the childminder does not consistently share children's next steps with parents or share how parents can support children's learning at home. This means children

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need to do better?

3 December 2024 may not make as much progress as they could. n The childminder supports mathematical development well. She models number names and counts with children as they play. The childminder uses mathematical language as they play. For example, she uses the words, 'more, full' and 'empty' as children fill the containers. Children hear and use a range of mathematical language. n The childminder uses additional funding effectively. She considers the needs of children and uses the funding to support their individual learning and development. For example, children may attend extra hours or go on a trip to widen their experiences. Children make good progress. n Children begin to develop an understanding of risks and how to keep themselves safe. They learn to hold hands and stay close to the childminder when they go out for a walk. The childminder asks them why they need to be careful when the decking in the garden is wet. Children learn they need to walk and that they

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need to do better?

may slip. While children do not use electronic devices which connect to the internet while in the childminder's care, she is aware that they do access these within their own homes. However, the childminder has not fully considered how she can teach children how they can keep themselves safe when using online devices. n The childminder is proactive in her professional development. She ensures she is up to date with training and seeks out new training to develop her own knowledge and understanding. The childminder uses the new learning in her practice. She works with a small group of childminders to reflect and develop their practice. This helps her to provide quality learning for the children in her care.

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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 build on arrangements to provide children's next steps to parents to enable them to promote and extend their children's learning in the home environment n support children to learn how they can keep themselves safe when using online devices.

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Setting details

Unique reference number EY544194 Local authority Kirklees Inspection number 10368092 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 7 March 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Huddersfield, West Yorkshire. She operates all year round from 3pm to 6pm on Monday and 7.30am to 6pm, Tuesday to Friday, except for bank holidays and family holidays. The childminder has a degree in early years. The childminder offers the government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

3 December 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

3 December 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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