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 Outstanding

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The provision is good

Children thrive in the care of this attentive childminder. The childminder sets high expectations, and as a result, children behave well. When children forget to share toys, the childminder quickly reminds them of the rules and explains it is important to wait and take turns. Children listen well and follow simple instructions. The childminder takes time to involve children in all aspects of daily life. Children help to make bread and meals. They chop fruit and vegetables safely and independently identify a range of healthy foods. Children are very independent, happy and confident. The childminder ensures that all children gain the skills they need to successfully move on to the next stage in their learning.

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The provision is good

The childminder continually extends children's vocabulary, using words such as 'aubergine', 'raw' and 'steam'. Children frequently attempt to say new words and the childminder often recalls and repeats new words throughout the day. This really helps children to reinforce their understanding of new words. When children speak English as an additional language, the childminder works closely with parents and carers. For example, she asks parents to record key phrases in their home languages. This helps children to feel safe, to understand and to follow important instructions and routines.

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need to do better?

n The childminder creates story bags that children and parents share together at home. Books are available for children to access independently. The childminder visits the library to listen to stories with children every week. This helps children to develop their own preferences, choosing books they love. Older children confidently recite key phrases from stories, demonstrating they are gaining important reading skills for their future learning. n The childminder capitalises on opportunities to develop children's mathematical skills and vocabulary. She models sharing food in 'half' and explains this will be split into 'two'. Children frequently count objects and use accurate language relating to size. The childminder checks that children understand key concepts, such as big and little, by asking questions. n Children begin to develop their knowledge of the natural world, such as when they visit local country parks and grow vegetables. They take part in cultural

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need to do better?

activities, such as watching a traditional British pantomime. However, the childminder does not provide consistent and meaningful opportunities for children to learn about people and communities that may be different to them. This does not support children to extend their understanding of community beyond their own immediate family. n The childminder provides children with immediate feedback on the work they are doing. This helps them to quickly improve and refine their work. For example,

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need to do better?

28 January 2025 she explains how to count more precisely by pointing to each object. This continual and supportive feedback enables children to become resilient and persevere in the tasks they are completing. n Although the childminder plans a curriculum that follows children's interests, she has not extended her knowledge of child development. This means that sometimes, planned activities do not precisely match the current learning needs and fascinations of children. This causes children to occasionally become distracted during activities. The childminder is reflective and keen to progress. She recognises that increasing her knowledge of child development would help her to plan more precisely. n Children demonstrate positive attitudes towards their learning. They often ask questions, and the childminder helps children to make connections in their thinking. For example, children recognise the red light on the cooker means it is

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need to do better?

hot and dangerous to touch. They know that red lights can have meaning in other situations too, such as stopping at traffic lights. This curiosity enables children to make sense of the world. n The childminder rapidly identifies children who need additional support. She acts quickly to work with external professionals, referring children to services so that they secure the interventions they need. The childminder ensures that she keeps parents fully informed about the progress their children make. She forms strong links with local schools. This helps children to have a smooth transition from her setting to the next stage in their education.

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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 review the curriculum to ensure that children have rich and meaningful experiences of diversity to promote an understanding of different communities and people n extend knowledge of child development to plan more precisely for children's deep fascinations and interests.

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Setting details

Unique reference number EY469250 Local authority Kirklees Inspection number 10375859 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 May 2019

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Information about this early years setting

The childminder registered in 2013 and lives in the Birstall area of Batley, West Yorkshire. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded childcare. She holds a childminding qualification.

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Inspection activities

n The childminder and the inspector held a meeting. They discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The children spoke to the inspector during the inspection and told them what they enjoy playing and learning. n The childminder led a tour of the premises. The inspector observed the physical measures in place to keep children safe. n The inspector observed the quality of education during activities and assessed the impact on the children's learning. n The inspector viewed written feedback from parents and external agencies and took account of their views.

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Inspection activities

28 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

28 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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