Childminder EY293517

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

The childminder provides a very safe and nurturing learning environment. She gets to know children well. Children seek the childminder out to have their needs met. The childminder provides physical comfort when children are upset. This reassurance calms children immediately. Children are very happy and content.

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The provision is good

The curriculum is ambitious, interesting and exciting. This supports children to be engaged for long periods and absorb information. The childminder creates opportunities for children to develop their imaginations. For example, children role play being doctors and nurses. They use a stethoscope to listen to their heart. The childminder teaches children about their heartbeat and children practise using bandages. Children learn about direction as they do so, such as 'over', 'under' and 'around'. The childminder teaches children about reflexes. Children return to the same activity throughout the day. The childminder makes sure that children embed their knowledge as they do so, before she extends the activity.

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The provision is good

Children show positive attitudes to their learning. They readily join in with new activities. For example, when the childminder teaches children to play golf, more children eagerly join in with the fun. The childminder teaches children coordination as they aim and hit balls. Older children help their friends to recognise the colours of the balls. They help each other and provide encouragement to hit the balls harder. When children do not share resources, such as the see-saw, the childminder promptly intervenes. She reminds children to share, take turns and play together. Children stop and listen, and immediately follow her instructions. Children learn how to behave. Their behaviour is good.

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need to do better?

n Children learn about routines. They remember to wash their hands before snack time. Children help to tidy up before they start another activity. They sit patiently at the table waiting for their snack. However, older children do not have consistent opportunities to develop their independence. For instance, the childminder cuts fruit up and serves children plates with food already on. She butters children's toast at snack time. This does not help children to practise the self-care skills they need when they start school. n The childminder introduces new vocabulary to children, such as 'jug', 'pan' and 'kettle', when they play in the pretend kitchen. The childminder speaks clearly and repeats children's language back, extending their sentences. However, at times, the childminder does not focus the curriculum precisely on children learning the correct pronunciation of early language. This results in children

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need to do better?

talking in long sentences which are sometimes unclear. n Children of all ages develop a deep understanding of mathematics. For example,

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need to do better?

21 July 2025 when babies play with shape sorters, the childminder teaches them about shape and size. Children count steps when climbing stairs and scoops of sand as they transfer it into buckets. The childminder teaches children about size and quantity as they fill jugs during water play. She introduces language, such as 'full' and 'half full'. Children develop their critical thinking, such as when they build with magnetic squares. Children are deeply engaged in all activities. n The childminder is skilled in engaging in children's play and developing their learning. For instance, older children engage in pretending to wash cars. The childminder adapts the activity for younger children. She introduces liquid soap and a whisk, teaching them to make bubbles. Children develop their hand-eye coordination and small muscle skills. The childminder extends the activity and introduces bubble wands. She teaches children to blow 'soft' and 'hard'. Children

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need to do better?

develop their mouth muscles to support early language. n The childminder provides children with experiences that promote an understanding of people and communities that are appropriate to their age. Children engage in role play with multi-cultural resources, such as dolls. The childminder teaches children about different race. She takes children to the library where they meet people of different cultures. Together, they read books, learn about celebrations and family make ups. The childminder uses these experiences to help children to learn about their similarities and differences and celebrate them. n Partnership working is strong. The childminder has good links with parents and carers and schools. This supports children's continuity of care. The childminder shares activities with parents to support their children's learning in the home. The childminder has thorough transition plans which she shares with schools.

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need to do better?

Parents comment that they could not be happier with the quality of care the childminder provides. They say their children ask to go to the childminder's setting on a weekend.

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 support children further to extend the independence skills they need for school n focus the curriculum more strongly on children learning the correct pronunciation of words.

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Setting details

Unique reference number EY293517 Local authority Calderdale Inspection number 10392836 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 12 Date of previous inspection 12 September 2019

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Information about this early years setting

The childminder registered in 2004 and lives in Hove Edge, Brighouse. She operates all year round, from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides government funded childcare. She holds an appropriate qualification at level 3.

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Inspection activities

n The childminder completed a learning walk with the inspector and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The inspector carried out joint observations of an activity with the childminder. n The childminder provided the inspector with a sample of key documentation.

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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

21 July 2025 21 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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