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 Good

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The provision is good

Children are happy and settled in the childminder's home. They confidently enter the setting and independently access the resources. They form strong attachments with the childminder and her assistants, who recognise and anticipate their needs. This contributes to children's emotional well-being.

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The provision is good

Children follow a curriculum that focuses on developing their skills ready for transitioning to school nursery. The childminder supports them to develop their independence skills as they try to wash their hands and help tidy things away. They take off their shoes and coats, putting them on the rack. The praise they receive contributes to their growing self-confidence.

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The provision is good

Children are relaxed and reassured in the childminder's care. The childminder and her assistants act as positive role models for children. They are calm, reassuring and encourage positive interactions with others. Children demonstrate how they spontaneously use good manners.

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The provision is good

Children make good progress in the childminder's care. She uses the information obtained from parents to track children's progress from their starting points. She uses observations to identify children's next steps and tailor the curriculum accordingly. Children's interests are incorporated into the planned activities. Consequently, children are keen, interested and active learners.

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need to do better?

n The childminder ensures that younger children build on their communication skills, moving from babbling to fuller sentences. She repeats children's words, sensitively correcting their mispronunciation. The childminder ensures an ongoing dialogue supports children to extend and build on their vocabulary. She uses books to develop language further. Props are used to hold children's attention and to encourage them to engage in the stories. This helps children to develop their literacy skills. n The childminder and her assistants strive to improve their professional development. The childminder accurately identifies any improvements to be made to benefit the care and education of the children. She critically evaluates her provision and reflects on the learning environment and the resources that are available. n The childminder and her assistants have good strategies to support children who require speech and language intervention. Regular observations and

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need to do better?

assessments enable the childminder to identify children who need additional help and to seek input from other professionals. n Children's gross motor skills are promoted through regular outings and physical

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need to do better?

14 January 2025 activities. They benefit from fresh air and walks in wooded areas. Younger children are supported to reach developmental milestones as they cruise around furniture and reach for toys, moving skilfully around the room. n Children are helped to develop an awareness of good health. The childminder supports them to keep their noses clean. Children access healthy home-cooked food and snacks. However, the childminder does not routinely build on children's understanding of healthy food choices during their play and daily routines. n The childminder keeps parents updated about their children's progress using an online application. Parents know what their children are doing and the next steps the childminder and her assistants are working on to support children's development further. Regular assessments ensure that the childminder is able to identify any gaps in children's learning and to target their developmental needs

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need to do better?

accordingly. Parents value the focus on children's development. n The childminder uses mathematical language as children are encouraged to build 'high towers' and look 'under' and 'above.' They increase their use of positional language as they move around the setting. However, the childminder does not consistently promote the use of basic counting as children play. n The childminder encourages children to socialise and interact with their friends. She supports them to play nicely and share. However, the childminder does not fully explain why some behaviours are unwanted or the effect it can have on others. n The childminder has developed strong links with the local school. She provides information about children's development and interests, which helps to support their move to school nursery. Development information is routinely shared to ensure that children's needs can be fully met. This contributes to children

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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 the teaching of behaviour boundaries so that children fully understand the impact their actions have on safety and the feelings of others n promote children's understanding of healthy eating to improve their knowledge and develop healthy habits further n make the most of learning opportunities to promote children's mathematical understanding, such as counting within everyday play, routines and activities, in order to give children a reason to count.

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Setting details

Unique reference number EY283337 Local authority Wakefield Inspection number 10368628 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 12 Number of children on roll 28 Date of previous inspection 28 March 2019

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Information about this early years setting

The childminder registered in 2004 and lives in Ossett, Wakefield. She operates all year round, from 7am to 6pm, Monday to Thursday, except for family and bank holidays. She works with a registered assistant. The childminder offers 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 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 early years foundation stage curriculum. n The inspector spoke to the children, the childminder and her assistants during the inspection. n The inspector spoke with parents and took account of written feedback. n The inspector observed the interactions between the childminder, her assistants and the children.

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Inspection activities

14 January 2025 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 January 2025 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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