Tarbutt, Nichola Anne

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

p.1

The provision is good

Children make good progress during their time in the childminder's care. They are happy, confident and settled. Children demonstrate good social skills. They chat to visitors about their play and favourite activities, such as trips to the local farm. Children behave well. They are polite and well mannered. Children play cooperatively. The childminder praises them frequently for their teamwork in completing tasks, such as preparing the table for lunch.

p.2

The provision is good

Children have good attention and concentration skills. They are keen to investigate and learn. A good balance of child-led play and adult-led activities keeps them busy and engaged. Children are confident to ask for help. They are beginning to dress themselves, use a knife and fork, listen and follow instructions. Children learn to hold a pencil correctly and are starting to recognise some familiar letters. The childminder promotes their independence in using the toilet and completing personal care routines. This means children are developing the skills they need for school.

p.2

The provision is good

Children choose what they want to eat from a range of healthy foods. They are learning about the natural world and where some of their food comes from. They grow strawberries and pick blackberries to eat as snacks. Children enjoy daily walks to school and develop their physical skills during outdoor play.

p.2

need to do better?

n The childminder plans her curriculum well using assessments of children's progress and information shared by parents. She identifies children's next steps and demonstrates a good understanding of how children learn. The childminder plans the learning environment around children's interests and activities they do at home. However, the childminder does not always implement her intended curriculum successfully to ensure children make the best possible progress. For instance, the childminder shows children a picture of sunflowers on a seed packet. However, she does not share the instructions with them to further children's understanding that information comes in a variety of formats. n The childminder promotes children's early understanding of mathematical concepts. They explore quantity as they fill containers. They discuss whether they have more or less and whether their containers are full or empty. They

p.2

need to do better?

group their toy animals and compare which is biggest or smallest. Children identify colours in their play, such as a yellow bowl and a purple dinosaur. n Children use tools to scoop up items and tweezers to pick up small objects. This supports their motor skills, hand-eye coordination and spatial awareness. They pour jugs of water, strengthening the muscles in their arms when they lift them. Children colour pictures using chunky crayons and pencils. These activities help

p.2

need to do better?

28 April 2025 children develop the skills they need for early writing. n Children demonstrate excellent communication and language skills. The childminder talks to them throughout their play, providing commentary about what they are doing. She involves children in discussions and encourages them to share their ideas. The childminder uses words that describe textures of materials, such as hard, mushy and squishy. This helps children understand what they are experiencing and extends their vocabulary. n The childminder shows children how textures change when water is added to objects, helping them begin to understand the physical properties of different materials. They observe how dry cereal falls out of a jug, but wet cereal sticks to the sides. Children laugh loudly when objects stick to their fingers. They are keen to investigate and try different objects to see which stick, or not. However, the childminder does not extend this to strengthen and embed their

p.2

need to do better?

understanding. For example, she does not support children to understand how magnets help their trains stick together, or repel each other. n Parents are highly appreciative of the care their children enjoy. They receive regular updates on their children's progress. They say the childminder helps children greatly with their social skills, confidence and resilience. Parents think it is a great setting for children of all ages, who enjoy fantastic trips out to the farm, parks and National Coal Mining Museum. n The childminder demonstrates a suitable commitment to her own professional development. She keeps up to date with changes through training and independent research. She links with other childminders to share good practice. This means the childminder maintains a high standard of care and learning 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 fully consider children's next steps and what they want children to learn from adult-led activities so that children are consistently challenged to make the best possible progress n thoroughly explore what children already know and help them connect their learning experiences, so they strengthen their existing knowledge and are able to apply that knowledge to new concepts and experiences.

p.3

Setting details

Unique reference number EY293637 Local authority Kirklees Inspection number 10388231 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 6 Date of previous inspection 3 July 2019

p.4

Information about this early years setting

The childminder registered in 2004. She lives in the Kirkheaton area of Huddersfield. The childminder operates Monday to Thursday, from 7.30am until 5.30pm, and Friday 7.30am until 5pm all year round, except for family holidays and bank holidays. The childminder holds a childcare qualification at level 3.

p.4

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.

p.4

Inspection activities

28 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.

p.4

Inspection activities

28 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6