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 Not applicable

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The provision is good

Children thrive in this setting. Overall, they benefit from a carefully designed curriculum that challenges them to make strong progress in all aspects of learning. Children are very sociable. Older children are keen to show visitors around their setting. The youngest children settle easily, soon becoming confident and developing strong bonds with the childminder and their peers.

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The provision is good

Activities capture children's interest. They learn about the natural world, growth and change. They grow a variety and plants, such as lettuces and strawberries to eat as snacks. Children know these need to be watered regularly. They are monitoring the progress of duck eggs they are incubating. Children begin to understand that living things need care and make the connection to how they have people to look after them. Displays of children's families around the setting support their sense of belonging.

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The provision is good

Children go on trips to extend their learning experiences and to socialise with other children. They attend sessions at the library, which nurture their love of books and stories. Children attend a playgroup where they develop independent play and the social skills, they need for larger social environments. Children behave very well. They are polite, use good manners, share, take turns and wait patiently. After busy mornings, the youngest children sleep in cosy beds. During this time, older children enjoy high-quality educational experiences that challenge them and prepare them well for the move to school.

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need to do better?

n Following a safeguarding incident that the childminder notified to Ofsted, they have reviewed their risk assessments for outings and taken swift action to ensure children are always kept safe during trips off the premises. n The childminder demonstrates a very good understanding of how children learn. She has a clear intent for the curriculum, based on observations and assessments of children's progress. The childminder promotes highly successful two-way communication with parents that supports a shared approach to children's learning and development. She has strong partnerships with other professionals, such as health visitors and schools to ensure information is shared and children have the support they need. The childminder is proactive in seeking help for children who have gaps in their learning. n Children demonstrate their confidence with daily routines, such as brushing their teeth in the morning. They are becoming independent in self-care and beginning

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need to do better?

to understand why exercise, a healthy diet and good hygiene are important. This prepares them well for the eventual move to school. n The childminder expertly promotes children's developing communication and

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need to do better?

30 April 2025 language skills. She encourages older children to name objects and she repeats words so younger children hear them spoken correctly. All children listen, follow instructions and are highly engaged. The childminder pauses during rhymes to see if children can remember what comes next, such as the next action in 'Wheels on the bus'. Choosing an object that relates to a familiar song, helps the youngest children communicate their choices. Babies smile broadly as they copy actions, wave their hands and wiggle their body to the music. However, the indoor space is restricted due to the large range of resources the childminder keeps in the children's play area. This means that children cannot always be active and move around freely indoors. n The childminder supports children's early literacy well, linking stories to animals they have been learning about. She introduces new words to extend their

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need to do better?

vocabulary, such as 'cockerel' and 'calves'. They feel the textures of animal's coats, and discuss whether they are fluffy or rough. Children re-enact placing a shopping order and going to the busy farm shop to collect it, which links to their real-life experiences. All children demonstrate confidence in using language and older children use a wide vocabulary. n The childminder plays games with children where they learn and remember rules. They learn mathematical concepts in different contexts. For example, a number on a card relates to how many spaces they can move. This challenges children and supports concentration, attention and critical thinking. The childminder's praise and encouragement for their efforts and their achievements raises their self-esteem and confidence. n Children play outside in the fresh air. However, the childminder has not fully considered how she can use the outdoor environment to enhance children's

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need to do better?

learning. For example, children explore early technology when they use a pump to get water and they go in and out of the playhouse, but their play lacks purpose and they soon lose interest. n Parents greatly appreciate the care and learning their children receive. They say their children thrive. They continuously learn new things, become more independent, and learn about different cultures and ways of life. n The childminder is keen to further improve her practice. She accesses training and reads widely. For example, she has completed training in Schemas. This helped her to recognise patterns in children's behaviours and how they learn. The childminder has used this to inform her practice, such as having toys that children can throw safely.

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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 consider the organisation of the indoor learning environment and how the space children use to play can be improved, so that they have more space to move freely and be active n extend the curriculum so that children benefit fully from consistently high-quality learning experiences in the outdoor environment.

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Setting details

Unique reference number 2784933 Local authority Wakefield Inspection number 10394986 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 17 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2024. She works with another registered childminder, from her co-childminder's premises in the Eastmoor area of Wakefield. There is an assistant registered for emergency back-up care only. The childminder is open Monday and Wednesday, from 7am to 5.30pm, Tuesday and Thursday 7am to 6pm and on Fridays, from 7am to 4pm, except for bank holidays and family holidays.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received from the childminder. n The childminder and the inspector discussed how the childminder and her co- 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

30 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

30 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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