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 Good

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The provision is good

Children thoroughly enjoy coming to the childminder's setting. They are happy and have a sense of belonging. The childminder creates a welcoming and home-from- home environment where children feel safe and secure. She spends time getting to know children and builds strong bonds with them. Children snuggle up to the childminder when they want reassurance, and the childminder is quick to respond to their needs.

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The provision is good

The childminder uses her strong knowledge of how children learn to plan a stimulating and creative curriculum. Children are confident, motivated and enthusiastic learners. They are eager to explore the wide range of learning opportunities available. Children learn about healthy routines, such as, by brushing dolls' teeth and washing their hands and faces. Children make good progress and develop secure foundations across all areas of learning. This prepares them well for their eventual move on to school.

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The provision is good

The childminder's enthusiasm for outdoor learning provides children with a broad range of enriching experiences beyond the setting. She uses regular visits to soft- play centres, parks, farms and the local garden centre to help children to develop a sense of belonging within their community. In addition, children enjoy weekly visits to local playgroups, which offer them valuable opportunities to socialise with a wider group of children.

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need to do better?

n The childminder understands the learning and developmental needs of the children she cares for. She collects detailed information from parents and carers when children first start. The childminder completes ongoing assessments to identify any gaps in children's development at the earliest opportunity. She plans exciting activities based on children's interests and the skills they need to develop next. As a result, all children make good progress from their starting points. n Children generally behave well. The childminder is a positive role model who sets clear expectations for children's behaviour. She reminds children to use their manners, share and take turns. The childminder offers children consistent praise for their efforts. However, the childminder does not fully embed strategies to help children to understand why certain behaviours are not acceptable, and the impact their actions may have. This limits children's deeper understanding of

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need to do better?

behaviour and its consequences. n The childminder teaches children how to keep themselves healthy. Children have an abundance of opportunities to be physically active each day. They enjoy daily walks and the outdoor space in the childminder's home. Children enjoy healthy

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need to do better?

6 June 2025 and nutritious snacks and meals that support their well-being. The childminder supports children's knowledge of making healthy choices. She has hygiene practices in place. For example, children wash their hands before eating. n The childminder supports children to develop their independence from an early age. For instance, during snack time, the childminder interacts well with children and role models safe practice as she supports children to chop their fruit. Children independently wash their hands and feed themselves. The childminder encourages children to choose what they want to do each day and values their suggestions. Children are confident and independent learners. n The childminder regularly reflects on and reviews her practice. She makes effective use of webinars, training and her own research to develop her existing teaching skills further. For example, the childminder has recently developed her

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need to do better?

knowledge around children's emotional well-being and involvement in play. The childminder also has strong links with other local childminders and professionals. This helps to keep her practice and knowledge current. n The childminder establishes strong relationships with parents. She shares regular updates, including photos and daily feedback. The childminder regularly shares ideas for children's learning at home to support their next steps in development. Parents speak highly of the good-quality care and education the childminder provides. They praise the nurturing and supportive environment the childminder creates for their children. n Overall, the childminder supports children's communication and language development effectively. During play, she reinforces children's speech by repeating their words to support the correct pronunciation and models appropriate language use. However, at times, the childminder does not allow

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need to do better?

children sufficient time to process and respond to questions before asking further questions. This limits opportunities for children to fully develop their language and communication skills.

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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 develop strategies further to support children's understanding of why behaviour boundaries are in place and the impact of their behaviour on others n increase opportunities for children to speak and answer questions, to develop their language and communication skills.

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Setting details

Unique reference number EY541664 Local authority Wakefield Inspection number 10392839 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 7 Date of previous inspection 12 September 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Wakefield, West Yorkshire. She operates all year round, from 7am to 5.30pm, Wednesday to Friday, except for bank holidays and family holidays. The childminder offers the government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The childminder showed the inspector around areas of her home used by children and explained how she supports children's learning and development. n A joint observation was carried out by the childminder and the inspector. n The inspector observed the quality of the interactions between the childminder and children, and assessed the impact on children's learning. n Parents shared their views with the inspector through written feedback. n The childminder provided the inspector with a sample of key documentation on request, including evidence of paediatric first-aid training and public liability insurance.

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Inspection activities

6 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

6 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

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

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