Austin, Abigail Leigh

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

p.1

The provision is good

Children are happy and settled in this friendly and safe setting. Children with more confidence happily explore their environment, accessing resources and asking questions. The childminder offers emotional support to children who are less settled. She offers them cuddles and reassurance, and she encourages them to select resources while supporting them.

p.2

The provision is good

The childminder places an emphasis on teaching children about music, the local environment and looking after their world. She knows all children very well through effective communication with parents and carers. The childminder plans her curriculum according to children's needs. For example, she recognises children who need to develop their confidence and encourages them to choose a song at music time, to which she plays the ukulele and children dance. This supports children's next steps in learning. The childminder talks passionately to children about recycling and the compost bin outside, introducing new vocabulary.

p.2

The provision is good

The childminder ensures that her provision supports children of all ages, taking careful consideration of their interests. This means that children's concentration and behaviour are good. Children quite happily share and take turns. They are polite and use manners. Children help each other. For example, older children get tissues for younger children.

p.2

need to do better?

n The childminder skillfully introduces new vocabulary to children during their play. Children develop their gross motor skills, such as by pushing play screws into a box. The childminder offers vocabulary, such as 'wrench' and 'pliers.' When children choose to look at books, she introduces new vocabulary, such as 'crane' and 'magnet'. The childminder extends children's learning by talking about recycling and linking to children's own experiences. n The childminder plans for what children need to learn next. For example, when the childminder recognises that children would benefit from sensory experiences, she offers play dough and supports children to make ice creams. All children are engaged in this play and the childminder plays alongside them, using words such as 'scoop' and 'bowls'. This links to children's own experiences of visiting an ice- cream shop. Furthermore, when children are interested in scents, the

p.2

need to do better?

childminder supports this in their play by offering scented play dough. n Children have a positive attitude to their learning and play. They play alongside each other in their chosen play. For example, children explore dinosaurs alongside the childminder, taking it in turns to explore the dinosaurs and ask for others. The childminder asks questions to check children's knowledge. However, on occasion, the childminder does not give children time to respond. This means

p.2

need to do better?

3 July 2025 that she does not consistently give children time to develop their thinking skills. n The childminder plans a number of meaningful trips and experiences for the children in her care. Children access a local playgroup and park, and they have other experiences, such as going on a train. The childminder describes how children's confidence develops through speaking to other people, for example the conductor. She plans these trips around children's interests and next steps in learning. For example, when attending the playgroup, the childminder encourages older children to develop their personal and social skills by playing with other children. n Parents speak very highly of the childminder and the care provided. They value the trips and experiences offered, and recognise the progress that their children make. Parents comment on the effective communication and describe how they 'wouldn't change anything' about the care and education offered. Where children

p.2

need to do better?

have additional needs, the childminder plans for these through discussions with parents. This ensures that children's needs are met. n Inclusion and diversity are well planned for. Children have access to a number of different experiences, such as food tasting and exploring different costumes. This supports children's personal development. n The childminder has a good understanding of how to keep children safe. She keeps up to date with safeguarding concerns and conducts risk assessments on her setting and when going on trips. When accidents have happened, the childminder has reflected on this and adapted her practice effectively.

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 give children time to respond to questions to develop their thinking skills.

p.3

Setting details

Unique reference number 2740688 Local authority Calderdale Inspection number 10405825 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 3 Number of children on roll 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023. She lives in Halifax and operates during term time, from 9am to 4pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers government funded childcare.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises the early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

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

3 July 2025 3 July 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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