Prollins, Sarah Louise

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 are content and well adjusted in the childminder's home. This is due to the childminder's practice of conducting home visits and becoming acquainted with children before they start at the setting. Children benefit from a dedicated, well- resourced learning environment that fosters confident exploration. Consequently, children feel safe and secure under the childminder's care.

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The provision is good

The childminder is dedicated to ensuring that the curriculum is ambitious for all children. She and any assistants she works with utilise Makaton in conjunction with spoken words to enhance the learning experience. The children demonstrate enthusiasm for the activities and experiences provided, fostering a positive attitude towards learning. Children, including children with special educational needs and/or disabilities, make good progress.

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The provision is good

Children follow instructions well due to the clear expectations set by the childminder and her assistants. They listen, respond to guidance and assist during tidy-up time. Children are respectful towards each other, share resources and use polite language, such as 'please' and 'thank you'.

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The provision is good

Children have many opportunities to learn about the world. They discuss the childminder's dog, Poppy. They demonstrate respectful behaviour and know how to safely interact with animals. Children regularly visit forest school. They take trips to a local residential home, where they participate in activities with the elderly residents.

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need to do better?

n The childminder and her assistants offer a structured programme of activities that engage children. These learning opportunities are tailored to align with children's interests. The curriculum is designed to help children develop, consolidate and deepen their knowledge and understanding. For instance, children have the chance to revisit previous learning and explore new concepts by creating a habitat for sea creatures. n Children are developing a strong sense of independence. The childminder and her assistants encourage children to have a go and practise their emerging skills. They wash and dry their hands and put on their wellington boots, actions which are consistently met with praise and encouragement. Children take pride in their accomplishments and display broad smiles. This positively impacts on their confidence and self-motivation. n The childminder and her assistants ensure that the learning environment is rich

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need to do better?

with opportunities to support language development. Children dance happily as they sing familiar songs and enjoy listening to a story enthusiastically read by

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need to do better?

5 June 2025 the childminder. However, at times, children are not given sufficient time to think about and respond to questions. This prevents them from making the best possible progress in the development of their communication and language skills. n Children benefit from healthy and nutritious food prepared by the childminder and her assistants. Children learn about making healthy choices and have lots of opportunities for fresh air and exercise outdoors. However, during times of transition, such as at lunchtime and when going outdoors, children are required to wait for extended periods of time. On these occasions, some children become restless and unsettled. n The childminder conducts assessments and planning to support children's learning across all areas. Parents can use an educational app to receive updates on their child's progress and development. Children's progress is regularly reviewed, and steps are taken to promote further development. The childminder

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need to do better?

collaborates with external agencies to ensure that children who need additional support receive it promptly. n Parents are happy with the care and education that their children receive. The childminder works hard to ensure that parents are kept up to date on their children's learning. She frequently sends out photos, sharing all the exciting activities the children have enjoyed. n The childminder ensures that effective supervision and training opportunities are in place. This supports the constant improvement of practice. Assistants feel very well supported and speak enthusiastically about recent safeguarding and Makaton training. The childminder has a clear vision for the setting and works hard to ensure that she keeps abreast of any changes to early years legislation or guidance.

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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.

p.3

should:

n give children time to respond to questions to support their communication and language skills even further n review the organisation of some transitions to reduce children's waiting time and maximise their learning.

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Setting details

Unique reference number 2739025 Local authority Calderdale Inspection number 10405830 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 17 Number of children on roll 18 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Brighouse, West Yorkshire. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5. She works with assistants. The childminder provides funded early years education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on the children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

5 June 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

5 June 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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