Childminder in Kirklees

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

Overall, the childminder helps children to make very good progress and develop strong foundations for their future learning. For example, as children chop up and peel fruit, they develop their small physical skills, in readiness for early writing. The childminder communicates effectively with children during care routines, as children play and when she reads stories. This promotes children's communication skills and a love of reading, as do visits to the library. The childminder is a good role model. She helps children to learn positive behaviours and follow simple expectations, such as remembering to care for books. Children play well together. For example, they develop early imagination skills while engaging in pretend play with an ice-cream cart.

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The provision is good

Children have strong attachments to the nurturing childminder. This helps them to play happily and feel safe and secure. Children demonstrate how at ease they are. For example, they are eager to take part in the familiar and well-planned daily routines. These provide children with ample opportunities to develop their independence and social skills. For example, children wash their hands before preparing and eating their healthy snacks. They readily pull up their sleeves and access helpful equipment, such as the footstep. Children delight in helping to wash the potatoes together, in readiness for the childminder cooking these for lunch.

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need to do better?

n The childminder plans various activities and outings that promote children's all- round learning, socialisation and understanding of the world. However, she does not always precisely plan for younger children's learning during the weekly visit to the toddler group which the childminder helps to run. n The childminder exchanges important information from parents and carers to help children to settle in and then support children's learning together. This helps children to reach key developmental milestones quickly, such as developing language and large motor skills, and learning to use the toilet. n The childminder links activities to outings to reinforce and expand children's learning. For example, after visiting animals, younger children complete animal puzzles, look at animal books and play with animal figures. Older children learn more advanced knowledge, such as the names of baby animals and the different

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need to do better?

types of primates. n Children generally engage well, for example, while completing puzzles and snuggling with the childminder to listen attentively to stories, which she reads with great animation. However, the organisation of resources means that the playroom is not always calm and orderly. Consequently, children, sometimes, lose focus when they lead their own play. n The childminder motivates children with her enthusiastic interactions. She

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need to do better?

22 May 2025 expands on their learning, adapting this in line with children's developmental stage. For example, story time is very relaxed and unhurried. The childminder listens and responds to older children's comments and questions and names unfamiliar instruments, such as an 'accordion'. Younger children copy phrases and fill in the words as the childminder pauses at the end of each rhyming sentence. n The childminder uses positive strategies to support younger children who are learning to help with tasks during daily routines, such as helping to tidy up. She makes this into a fun game, while introducing new learning. For example, the childminder provides separate baskets for wild animals and domestic animals. This supports younger children's early mathematical skills, such as identifying similarities and differences and categorising objects. n Older children develop mathematical skills while methodically completing

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need to do better?

challenging puzzles. The childminder praises children and tells them how clever they are. This fosters their self-esteem, confidence and a 'can-do' approach. n The childminder reinforces messages to children about living a healthy lifestyle, such as eating lots of fruit and vegetables and remaining hydrated. She carefully considers the sugar content of foods, such as yogurts, to help promote children's good oral health. n The childminder obtains a variety of information from other settings to complement children's experiences. However, she does not fully consider how her own observations can be shared to increase continuity in children's individual care and learning. n The childminder uses various information sources to reflect on her practice and support continued professional development. As part of this, she takes account of current research, such as that linked to the impact on children who have limited access to physical activity.

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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 strengthen curriculum planning for younger children during activities outside of the home, so that this is more closely aligned to their stage of learning n review the organisation of the learning environment to increase children's concentration and engagement n develop greater partnership working with other providers, in order to complement children's care and learning to a higher level.

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Setting details

Unique reference number EY270386 Local authority Kirklees Inspection number 10399683 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 3 Date of previous inspection 11 December 2019

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Information about this early years setting

The childminder registered in 2003 and lives in Batley. She operates all year round, from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and offers government funded childcare.

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Inspection activities

n The inspector observed the suitability and safety of the childminder's premises. n The childminder spoke to the inspector about how she organises her early years provision and implements the curriculum. n The inspector observed the quality of education as children took part in activities and daily routines, and assessed the impact on children's learning. n The childminder and the inspector carried out a joint evaluation of an activity. n The inspector spoke to children during the inspection and the childminder shared written feedback and questionnaires from parents. n The childminder shared a sample of documents with the inspector, including photographic evidence of children's learning.

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Inspection activities

22 May 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

22 May 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

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

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