Childminder 2725004

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

p.1

The provision is inadequate

The childminder's curriculum is not ambitious enough to support children's learning. Information from assessment is not used well enough to plan activities that build on what children already know and can do. Children do not make the progress of which they are capable. The childminder does not engage in high- quality interactions with children. This results in children losing interest in activities quickly. They become bored and disengaged. The childminder plays action songs. Some children initially show an interest and copy the actions. However, as the activity continues, children leave and wander around the room. In addition, strategies used by the childminder to support children's communication and language development are ineffective in extending their vocabulary and language through conversation.

p.2

The provision is inadequate

The childminder reminds children of the behaviour expectations. She reminds children to be kind to their friends and to share. However, there are times when children do not always respond appropriately and the childminder does not manage these behaviours consistently. This does not support children's understanding of right and wrong and often results in a disorganised environment.

p.2

need to do better?

n Observations and assessments are not used well enough to identify appropriate next steps for all children. Activities planned for children are not pitched at the right level. Therefore, children do not make good progress. Although children enjoy some activities that they choose for themselves, they quickly become bored and disengaged. At other times, such as when the childminder is preparing food, she does not plan her environment well enough to consistently engage children and enable them to learn independently. n The childminder does not support children well enough to develop the communication and language they need to engage in back-and-forth interactions. She does not use single words when supporting children to develop their early language development, when they are at this key developmental stage in their learning. Despite this, the childminder sings songs with children. She teaches them about their body parts as she points to her nose and eyes.

p.2

need to do better?

The childminder asks children questions during play, such as 'what are you building?', 'can you build a tower?' and 'what colour is that?' n The childminder does not use her interactions well enough to guide children's development. There are times when she does not address their emerging needs or provide secure routines for them to play and learn effectively. The childminder has a visual routine to support children to learn self-care skills. However, due to the childminder's ineffective management of children's behaviour throughout the day, she does not implement the routine. Children do not wash their hands

p.2

need to do better?

23 June 2025 before eating or when they have engaged in messy play outside. Children are not learning how to manage their personal hygiene or the skills they need for their move to school. n The childminder uses inappropriate strategies to support children's behaviour and help them to learn the expectations within her home. For example, she uses stickers but this often confuses children and does not have a positive impact on their behaviour. Due to weaknesses in how the childminder's curriculum is planned and implemented, children continually demand the childminder's attention. This impacts on their ability to develop positive attitudes to their learning. n The childminder does not focus her professional learning sufficiently on improving outcomes for children. There are gaps in her knowledge that result in a poorly designed curriculum and a somewhat chaotic environment. This impacts on children's learning and development.

p.2

need to do better?

n Children enjoy outdoor play. They develop their balance and coordination as they learn to ride scooters. Children use scoops and jugs to transfer soil and water as they play in the mud kitchen. They have opportunities to develop their large and small muscles.

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

Due date

identify the individual needs, interests and development needs of each child and use this information to plan challenging and stimulating experiences for all children across the curriculum 01/08/2025

p.3

Due date

improve knowledge on how to support children's communication and language, using appropriate strategies based on their stage of development 01/08/2025

p.3

Due date

guide children's learning through skilful, positive interactions to promote their all- round development to a higher level 01/08/2025

p.3

Due date

23 June 2025 develop knowledge on identifying, supporting, understanding and managing children's behaviour in an appropriate way 01/08/2025

p.3

Due date

focus professional development more precisely on addressing gaps in knowledge to support and extend children's learning and development. 01/08/2025

p.4

Setting details

Unique reference number 2725004 Local authority Wakefield Inspection number 10392488 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 4 Number of children on roll 3 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2023. She lives in the Featherstone area of Pontefract. The childminder operates her provision from Monday to Wednesday, 8am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds a qualification at level 3.

p.5

Inspection activities

n The childminder completed a learning walk with the inspector and discussed the early years curriculum. n The inspector observed the interactions between the childminder and children. n The inspector and the childminder discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector and the childminder discussed how children's behaviour impacts on all children's care and education. n The inspector and the childminder discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum.

p.5

Inspection activities

23 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

23 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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