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 make good progress during their time in the childminder's care. They benefit from a suitably planned curriculum that focuses on their interests and next steps in learning. This means they consistently build on what they already know and can do. Children enjoy listening to familiar stories and talk about what they can see in the pictures. The childminder models a broad range of words during children's play and activities to support their growing vocabulary.

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The provision is good

Children behave well. They learn to share, take turns, follow instructions and play cooperatively. Children develop positive relationships with their peers during visits to a playgroup. They talk about things they enjoy doing at home with their family, such as eating pizza. Children learn to be careful and caring towards the childminder's friendly dog.

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The provision is good

Good hygiene routines are encouraged, which means children are learning to be independent in self-care. Children begin to understand why brushing their teeth and visiting the dentist is important through role play and stories. Children learn to fasten the zip on their coat and put on their shoes to go outside to play. They have opportunities to develop their physical skills using large equipment in the local park.

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need to do better?

n The childminder completes accurate assessments of children's development and provides interesting activities that target their next steps in learning. For example, they learn to match and group objects by colour. The childminder works in partnership with parents to identify strengths and gaps in children's progress. She provides parents with ideas to support children's learning at home. Parents say they like the welcoming and safe environment where children form strong relationships and are encouraged to use good manners. n Children build on their early literacy skills when they explore books, based on favourite television characters. They demonstrate a good understanding of stories and make some links to their life at home. However, the childminder does not fully support children in making connections to embed their knowledge and promote their ability to recall. For instance, she does not help them make the

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need to do better?

link between their character's trip to the dentist and their own recent visit. n Young children have a good level of communication and language skills,. They are beginning to build sentences. When reading stories, the childminder uses simple questions about 'what' and 'where' to prompt discussion. When talking with young children, she gives them plenty of time to process and understand what she has said and think about their reply. n Children demonstrate good concentration, attention and listening skills. The

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need to do better?

7 March 2025 childminder gives them clear explanations about the purpose of activities and what they hope to achieve. During these activities, the childminder is patient and gives children lots of time to work things out for themselves and complete tasks. For instance, they persevere in trying to thread pasta on to string and are thrilled when it works. n The childminder introduces early mathematics into children's play. They use positional language, such as higher and lower. Children think about movement, such as fast and slow. They explore cause and effect when they drop their cars down a ramp set at different heights. Children are beginning to count up to 10 and to recognise numbers in their play. For example, children count when they play hide and seek. n Children spend time in the community and are beginning to think about the wider world. However, the childminder does not fully support children's

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need to do better?

understanding of the diverse world they live in. For example, during small world play, she gives the characters stereotypical roles and does not explore other aspects of culture, family structures, or ethnicity. n The childminder works with the local authority to evaluate her practice and links with other childminders to share good practice and ideas. She accesses training to keep up to date and to continually improve her knowledge and skills. Since the last inspection, the childminder has completed training in supporting children with Special educational needs and/or disabilities (SEND). From this, she has developed her knowledge of how to help children understand and manage their emotions.

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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 help children to make connections in their learning, to support their recall of what they have already learned and embed their knowledge and understanding n fully promote children's understanding of their diverse community and the wider world, to enhance their appreciation of different people and what makes them and other people unique.

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Setting details

Unique reference number EY438823 Local authority Wakefield Inspection number 10378775 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 6 Date of previous inspection 8 August 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Normanton, Wakefield. She operates all year round, from 7.15am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation. n The childminder and the inspector discussed how the childminder organised different aspects of learning. n The inspector spoke to children about activities they enjoy when they attend the setting. n The inspector considered parents' feedback and discussed working with different families with the childminder. n The inspector observed the quality of education. She talked to the childminder about how they evaluate the provision and their ongoing professional development. n The inspector carried out a joint evaluation of an activity with the childminder.

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Inspection activities

7 March 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

7 March 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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