Shaughnessy, Nicola Anne

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

Children thrive in the nurturing care of this childminder. They develop impressive listening and speaking skills from a young age. The childminder uses activities such as story time and snack time to really focus in on children's listening skills. She tests their skills by asking questions or changing the tone of her voice. Young toddlers are able to stop and wait for instructions as they play musical instruments, resisting the urge to continue to play.

p.2

The provision is good

The stimulating learning environment supports children to be independent and access the resources they need. The childminder consistently reinforces the behaviour she expects. For example, children learn how to put things away when they have finished playing and use manners when making requests. They carry scissors using a safe method, butter their own toast and pour water from jugs skilfully.

p.2

The provision is good

The childminder sensitively encourages all children, including children with special education needs and/or disabilities, to share, take turns and help each other. For example, young toddlers pass each other cups at mealtimes. The childminder uses praise to support children to do the right thing effectively. Children feel very safe and happy here. All children are ready for the next stage in their learning.

p.2

need to do better?

n The childminder has designed a curriculum with a strong focus on children gaining a sense of their place in society. This is in the setting, the local community and the wider world. For example, children take part in ceremonies to commemorate world wars. They visit the local library and learn about Diwali. They frequently visit the local community and form relations with people who help us, such as the community caretaker. These wide-ranging cultural activities help children to become active and respectful citizens in the future. n When children mix up words or pronounce them incorrectly, the childminder sensitively repeats them correctly. This helps children to be confident to have another go. The childminder does not consistently ensure a focus on introducing new vocabulary. In a painting activity designed to explore movement and pattern, the childminder does not use words that link to this. This means that, at

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need to do better?

times, children do not learn new words and understand their meaning as rapidly as they could. n Children frequently develop their scientific knowledge and skills. The childminder provides children with practical activities that help them to understand topics such as shadows, hibernation and seasons. The childminder displays children's work at an accessible level so that they can re-visit topics and recall previous learning. This helps children to embed knowledge.

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need to do better?

27 November 2024 n The childminder supports children to manage their feelings in a variety of ways. For example, children talk about emotions and begin to understand the difference between happy and sad. When children struggle with a task, the childminder models and explains the best method to use. Children persevere as they try to cut sticky tape or make a bubble using a string bubble wand. They cheer with glee as they successfully create large bubbles. n Children try a range of healthy foods. They competently take care of their personal hygiene and ask for help if they need it. Children make good attempts to dress themselves and remain calm in the face of adversity. When they accidentally put their leg in the arm of an all-in-one suit, they seek support and try again. n Although the childminder strives for improvement, she does not have plans in place for continuous professional development. This limits the curricular

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need to do better?

knowledge that the childminder and her staff can utilise to continually enhance their teaching. The childminder quickly recognises when there are gaps in children's learning. She seeks advice and makes referrals to external agencies to ensure that all children are well supported. n The childminder frequently involves parents in the planning process, asking for their ideas and input on children's interests. She regularly asks parents for their opinions on the quality of her provision. Parents say they are pleased with the nurturing approach of the childminder.

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 place a sharp focus on supporting children to consistently build and extend their vocabulary n establish plans for continuous professional development and access training to further enhance the quality of teaching and education.

p.3

Setting details

Unique reference number 2765891 Local authority Wakefield Inspection number 10349689 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 6 Number of children on roll 11 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in the Walton area of Wakefield. She operates from 7.30am to 5.30pm, Monday to Thursday, all year round, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 6. She works with an assistant. The childminder offers funded early years education.

p.4

Inspection activities

n The childminder and the inspector held a meeting. n The inspector spoke to the children during the inspection and observed them at play. n The inspector had a tour of the premises and discussed the emergency evacuation plans and risk assessments the childminder has in place. n The inspector observed the quality of education during activities and assessed the impact on the children's learning. The childminder and the inspector jointly evaluated an activity that the children took part in and discussed how their learning could be further developed. n The inspector looked at a range of written comments from parents and took account of their views. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her early years foundation stage curriculum.

p.5

Inspection activities

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

27 November 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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