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

p.1

The provision is good

Children are warmly greeted by the nurturing and kind childminder when they arrive. The childminder plans a curriculum that focuses on children becoming sociable and independent learners. Children enjoy using magnifying glasses and clipboards as they go on a bug hunt together. They are keen to join the activities the childminder provides for them and are happy for the childminder to join in with them. For example, the childminder shows children how to put bandages on their dolls that require first aid.

p.2

The provision is good

The childminder is a positive role model and helps children to follow rules and expectations. For instance, children confidently tidy away their toys as they listen to a tidy-up song. Children share, take turns and play together happily. The relationships between all children are good.

p.2

The provision is good

The childminder has designed an outdoor area that enables children to strengthen their problem-solving and physical skills. For example, children develop their hand muscles as they squeeze water from bottles in the mud kitchen. They explore how to extract juice from lemons with pipettes. Children visit local parks and fields, where they have opportunities to develop their larger physical skills. The childminder provides fresh drinking water, along with healthy snacks. This helps to promote healthy lifestyles.

p.2

need to do better?

n The childminder takes the time to get to know the children and their families well from the start. For instance, she finds out about children's daily routines, their likes and interests and aspects around medical needs, such as allergies. This helps children and parents feel safe and secure from the outset. n The childminder promotes children's independence. For example, children cut their own food at mealtimes and put on their shoes for outdoor play. They independently make choices about their play. The childminder introduces children to early mathematical skills. She helps to increase their awareness of numbers, matching patterns and quantity during activities. Children develop useful skills in readiness for their progression to school. n Children enjoy sharing books and stories with the childminder. For example, they listen attentively and study the illustrations. The childminder introduces new

p.2

need to do better?

words as she reads, helping children build on their growing vocabularies. Children participate by recalling parts of the story and repeating familiar phrases. n The childminder focuses on developing children's knowledge of the world around them. For instance, children help to plant potatoes and runner beans. The childminder encourages children to smell lemons as they pretend to make tea in the childminder's garden. However, the childminder does not always focus her

p.2

need to do better?

10 July 2025 teaching during planned activities on what children need to learn next. This means that, at times, children are not supported to make the best possible progress. n Children extend their vocabulary as the childminder teaches them new words. For example, she repeats 'coriander' and 'parsley' as children investigate different herbs. The childminder has high expectations of what children can achieve. She asks effective questions so that children develop their thinking skills. The childminder encourages children to sing and join in with song actions. Children thoroughly enjoy being physical and dancing to music. n The childminder keeps her knowledge and skills updated through ongoing professional development and collaboration with other childminders. She attends relevant training. This enables her to continually improve the care and education she offers. n The childminder shares information regularly with parents about their children's

p.2

need to do better?

learning and development. Parents appreciate the nurturing and homely environment. They feel that the childminder is supportive and honest, and they would recommend her to others. However, the childminder has not developed consistent communication with other settings that children attend in order to regularly share information about their progress. This means that children do not consistently benefit from a shared approach to their education.

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 focus teaching more precisely on children's next steps in learning during adult- led activities, helping to maximise children's progress n build partnerships with other settings that children attend to further promote a shared approach to their learning.

p.3

Setting details

Unique reference number EY423216 Local authority Wakefield Inspection number 10398707 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 6 November 2019

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Castleford. She operates all year round from 8am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides government-funded childcare.

p.4

Inspection activities

n The inspector observed an activity and evaluated this with the childminder. n The childminder and the inspector discussed the childminder's curriculum and her intentions for children's learning. n Children spoke to the inspector about what they like to do when they are at the childminder's house. n The inspector took account of the views of parents through verbal and written feedback provided. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on the children's learning.

p.4

Inspection activities

10 July 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.

p.4

Inspection activities

10 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6