Rhiannon Sarah Elizabeth Hirst

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

The childminder has a good grasp of children's abilities and where they are in their learning journey. Effective settling-in arrangements ensure that children settle quickly and feel safe, secure and ready to learn. The childminder works closely with parents to find out what children know and can do when they first start in her care. This means the childminder then understands where the focus needs to be next to help children deepen their knowledge and understanding. She plans in regular opportunities to allow children to practise and hone their skills to ensure that knowledge is embedded.

p.2

The provision is good

The childminder is very nurturing and is a good role model for the children. She uses positive strategies to manage children's behaviour in a calm and sensitive manner, and children respond well to this. The childminder carefully considers how to organise the provision to enable children to make choices about what they wish to play with and to encourage them to be active and independent learners.

p.2

The provision is good

Children enjoy regular outings to local places of interest, including the local library, play gyms and farms. This helps to widen their experiences and encourages them to socialise with others outside of the setting. The children recently made pumpkin soup for their snack and visited the shops to buy the ingredients. They learned that pumpkins are not just orange in colour and come in a range of different colours, and they saw this first hand.

p.2

need to do better?

n Children feel happy and safe in the homely environment. Children have close bonds with the childminder and good relationships with their peers. These supportive relationships ensure that children feel confident and secure and are ready to learn and try new experiences. n The childminder plans a variety of activities that encourage children's learning and help them acquire the necessary skills and knowledge to support their transitions and next steps in learning. n The childminder exposes children to a rich-language environment, and this helps to extend children's vocabulary. Books are freely accessible to children, and children make good use of these. They enjoy stories alone, with their friends and at group story times with the childminder. n Children enjoy testing out their ideas during activities and predict what might happen if they build a tower starting with the smallest cylinders first up to the

p.2

need to do better?

biggest. They describe how the tower looks 'wibbly wobbly' unlike when they used the biggest ones first. The childminder explains the bigger cylinders provide a wider base on which to build from and models this to the children well. They watch eagerly to see what will happen as they compare the towers.

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need to do better?

11 November 2024 n The childminder encourages children to persevere on tasks, encouraging them to be increasingly more physically independent and to have a go themselves before seeking help. However, the childminder is less focused on encouraging children's independence at mealtimes to take account of children's full range of abilities. For example, two handled cups with lids are used for children, rather than open cups for those who have the ability and skill to be able to learn to use these. n Children have lots of opportunities to be physically active and to test out their abilities. They go on regular walks and go to local parks where they have access to equipment to climb and balance, and run and jump. They demonstrate good hand-eye coordination and good control during activities, for example, where they build and construct. However, there are fewer regular planned opportunities for children to use wheeled toys to develop skills where they are required to

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need to do better?

pedal, manoeuvre and steer. n Partnerships with parents are strong, and this collaborative approach helps to support children in their learning and development. Parents speak highly of the childminder and of the progress their children are making. They welcome the regular feedback they receive and say they are kept well informed about every aspect of their child's learning and development. n The childminder ensures that she keeps her knowledge updated and current and attends regular training. The childminder reflects well on her practice and the experiences of the children. She uses this information to consistently build on the quality of the provision and what is provided for children.

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 build on the play opportunities outdoors for children to further develop their physical strength and coordination n give greater consideration to how best to promote children's increasing independence at lunch and snack times when eating and drinking.

p.3

Setting details

Unique reference number 2767989 Local authority Calderdale Inspection number 10364783 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 11 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 operates in Hebden Bridge. She operates from Monday to Friday, term-time only. Sessions are from 8am to 5pm, Monday to Thursday, and from 8am to 4.30pm on Fridays. The childminder holds a relevant childcare qualification and works with another Ofsted registered childminder. She offers the government funded places for childcare. She has a level 5 Montessori teaching diploma and a Masters in cultural heritage education.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable for children. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between the childminder and the children and completed a joint observation. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The inspector looked at written feedback from the parents. n The childminder provided the inspector with a sample of key documentation on request.

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

11 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

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

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