Childminder in Calderdale

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

The childminder creates a family-friendly environment, where children feel nurtured and safe. Children thrive in their physical skills, as they feel secure to explore the environment. They independently play indoors and outdoors. Children excitedly explore the resources and ask for toys and games they like to play with. The childminder creates an environment, where children feel safe to express their views and ask for help. Children ask to take the dolls and highchair outside, and ask for the sticks to sing action songs.

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The provision is good

Children have exemplary behaviour, as they use their manners independently. They help each other and share the toys, asking if they can use the pram next. The childminder promotes this through discussions about sharing and turn taking. For example, the childminder asks the children to take turns taking an object out of a bag, which indicates a nursery rhyme to sing. Children excitedly sing the songs and use the actions.

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The provision is good

The childminder chooses activities that the children are interested in, such as the life cycle of a caterpillar. Younger children enjoy posting the items the caterpillar eats into a model of the insect and name the fruit. Older children discuss the cocoon before the butterfly flies away. The childminder continually communicates with the children. She explains what is happening and children thrive in their language skills, as they feel comfortable to talk about their day.

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need to do better?

n The childminder considers children's interests and next steps when choosing activities. She adapts experiences for the different abilities, to add challenge to their play. For example, adding a sack race for the older children, when they are running races. The childminder evaluates frequently and makes changes so that the child's needs are met. n The childminder has a clear vision and what she wants the children to learn. She ensures that families are welcomed into the setting and feel part of their children's learning journey. The childminder shares information with parents and involves them in assessments. She also supports parents with advice and guidance. This ensures children's learning and development is consistent. n The childminder promotes positive behaviour. She offers praise with an explanation. Children understand what they have done well. For example, she says 'that was so kind to share your baby'. The childminder listens to the

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need to do better?

children, as they express their own opinions. This helps children to feel valued and respected. They feel safe and secure with the childminder. n The childminder is quick to respond to children's requests and needs. She adapts the routine to respond to children's ideas, such as playing outside. However, the

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need to do better?

26 March 2025 childminder does not enable children to consider how to fix a problem by themselves. For example, asking the older children how to fix the car wash that has fallen down. n The childminder promotes physical development in a variety of ways. She encourages actions throughout singing songs, such as jumping and using sticks for rhythm. Children go to the park to support gross motor development. They enjoy using stepping stones for balance. Children are independent during meal times, feeding themselves and using cups for drinking. n The childminder creates strong links with the local school, ensuring transitions are smooth for children. She works with the school for advice on how to prepare children with the skills they need for school. n The childminder refers to professionals for children with special educational needs and/or disabilities. She uses this advice to support development. The childminder adapts activities to include all children and reinforces learning

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need to do better?

through repetition. n Parents are highly complimentary about the service the childminder provides. They feel the impact of the boundaries set and promotion of being kind on their children. Parents comment on the support the childminder gives to them. They comment on the excellent progress their children have made with language and communication. n The childminder is reflective about her practice and seeks other professionals for advice. This is to ensure that she is continually offering the service the children need. The childminder continually evaluates what is working well. She uses her professional reading to inform her practice.

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 interest first.

p.3

should:

n plan further opportunities for children to problem solve and work out solutions by themselves.

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Setting details

Unique reference number EY248569 Local authority Calderdale Inspection number 10376120 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 12 Date of previous inspection 17 May 2019

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Information about this early years setting

The childminder registered in 2003 and lives in the Hove Edge area of Brighouse. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder offers the government funded places for childcare.

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Inspection activities

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 childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n Parents and the local school shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

26 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

26 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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