Crossley, Leanne Rachel

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 confident and settled in the childminder's care. They have strong relationships with the childminder and each other. Children receive high levels of support from the childminder, which helps them to play cooperatively. They are eager to show visitors around the setting. They talk about their family and favourite toys. Overall, children are motivated and keen to learn. They are excited by the prospect of going to nursery school.

p.2

The provision is good

Children lead their play and make choices about their learning. They demonstrate a love of reading and frequently choose books to share. Children read about snowy nights and beaches where there are footprints in the sand. They think about sea creatures that live in different shaped shells. Children listen to, rhyming language and new words that extend vocabulary, such as 'anemone' and 'bristle worm'.

p.2

The provision is good

Children's self-esteem and confidence is promoted through praise and encouragement. They behave well. Through discussions and stories, children are beginning to understand and manage their feelings and emotions. For example, they talk about feeling scared and being brave. Children spend time outdoors and in their community. They learn about the natural world, attain the social skills they need for different environments and build on their sense of belonging.

p.2

need to do better?

n The childminder completes accurate assessments of children's skills and abilities. She uses this information and information shared by parents to identify children's next steps. The childminder has a good understanding of how children learn and sets appropriate expectations for their development. All children make good progress. When gaps in their learning are identified, the childminder takes decisive action, working in partnership with parents to ensure gaps narrow quickly and children soon catch up. n In the main, the childminder plans the learning environment and curriculum to reflect children's interests. For example, they enjoy role play where they pretend to go camping. They talk about a barbeque they use to cook their hotdogs. When activities capture children's interest, they demonstrate good attention and concentration skills. However, the childminder does not always consider how to use children's individual interests to personalise their learning more effectively.

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need to do better?

For instance, some children particularly like dinosaurs, but the childminder has few resources to support this interest. n The childminder promotes children's early literacy skills well. Children use pencils to draw around a leaf. They are fascinated when they put a leaf under their paper and find out they can rub over it to make a pattern. During stories, the childminder pauses frequently so that children can talk about what they see in

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need to do better?

25 April 2025 the pictures. However, the childminder does not always fully explore what children already know to help them extend their knowledge and make connections in their learning. For example, she does not find out where children's knowledge about an octopus or a seagull comes from. n The childminder promotes children's understanding of mathematics through play and daily routines. They use natural resources they collect from the garden to make patterns. They look at differences in shapes, such as some leaves have lines, some are 'fan' shaped, and others pointed. Children count during their play and discuss how many chairs they need for snack time. n The childminder promotes children's good health. They develop their physical skills during outdoor play. Children discuss how they brush their teeth at home and when they visited the dentist. The childminder promotes children's independence in self-care routines ready for the eventual move to school.

p.2

need to do better?

n Parents are highly appreciative of the care and learning their children receive. They say two-way communication is effective and they are kept informed about their children's progress. Parents like the home from home environment. They comment their children are happy, feel safe and have fun. n The childminder evaluates her practice and is keen to continually improve her knowledge and skills. She reads widely and conducts online research to ensure she keeps up to date. The childminder completes training provided by the local authority and links with other childminders to share good practice. This means she maintains a high standard of care and education 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 carefully consider children's interests and how these can be captured to make learning more engaging and personalised so that all children are highly motivated to learn more n support children to make connections between their different learning experiences, to fully explore what they already know, build on their knowledge and help them make the best possible progress.

p.3

Setting details

Unique reference number EY546825 Local authority Wakefield Inspection number 10388372 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 6 Number of children on roll 7 Date of previous inspection 9 July 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in the Featherstone area of Pontefract, West Yorkshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

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

25 April 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

25 April 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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