Childminder EY387578

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 are happy, safe and form noticeable strong bonds with the childminder. Children eagerly share their play experiences. They are confident that the childminder will respond with warmth and enthusiasm. For example, when children pretend to make food, they call out to the childminder, 'It needs to be warm,' to include her in their play. The childminder responds with an engaging response.

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The provision is good

The childminder has a deep understanding of each child's needs. She places a priority on children's emotional well-being. This is particularly evident in how the childminder sensitively supports new children to settle. She offers reassurance to children and their parents and carers. For instance, the childminder gives children reassuring cuddles. She sends photos to parents to show them that their children have settled well and are happy playing. Children are nurtured in a calm, caring and supportive environment. They feel secure and valued.

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The provision is good

The childminder designs a thoughtful curriculum that builds on children's confidence and social skills. She creates an inclusive environment that ensures all children are celebrated. For example, the childminder encourages children to bring in photos of their families from home to share with friends to build a sense of belonging.

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need to do better?

n The childminder is responsive to children's individual interests. For example, when children show a fascination with animals, she uses this to promote a love of reading by sending story sacks home. When new children show an interest in puppets, she immediately uses these to build a bond and support their emotional development. The childminder uses collaborative assessments with parents to monitor children's progress, identify any gaps in their learning and provide support for all children. This helps her to provide targeted support for children with special educational needs and/or disabilities (SEND). n The childminder supports children's communication and language skills. She plans activities that spark children's interest and introduce new vocabulary. For example, during role-play activities, the childminder extends children's language by introducing words, such as 'taco', which children begin to use in their play.

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need to do better?

The childminder plans group story sessions to improve children's attention and recall. However, she does not ensure that group times consistently meet the needs of all ages of children. This causes younger children to lose interest and disrupts older children's learning. n Children behave well and understand the setting's clear and simple rules. The childminder manages children's behaviour calmly and consistently. For instance, when younger children become frustrated, the childminder intervenes

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need to do better?

4 September 2025 immediately and gently reinforces the 'kind hands' rule. Children respond positively, demonstrating that they understand the childminder's expectations. Children are kind and respectful to one another. They often play together sharing toys. n Children have opportunities to develop and practise their physical skills indoors and outdoors. The childminder provides a range of activities that support their fine and gross motor development. For instance, she celebrates children's success in developing their pincer grip when using tweezers. The childminder enhances this further through planning activities, such as encouraging children to thread string through plastic milk bottle lids. She encourages children to be independent in their self-care, such as washing their hands and putting on their own coats before going outside. n The partnership with parents is a significant strength in this setting. The

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need to do better?

childminder builds trusting and supportive relationships from the very beginning. Parents feel the childminder is approachable and adaptable to their children's needs. n Children learn about the importance of a healthy lifestyle. The childminder provides nutritious and home-cooked meals. She ensures that children have constant access to their water bottles. Mealtimes are calm and social occasions, where the childminder encourages children to try new foods and talk about what they are eating. The childminder discusses healthy food choices with children during their play. She sends home information to promote healthy eating at home. n The childminder is a reflective leader who is committed to continuous improvement. She evaluates her practice thoughtfully. For example, she has identified how to ensure that children have enough time to respond to questions to successfully deepen their thinking and enhance their learning. The

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need to do better?

childminder works closely with her co-childminder to meet all children's needs.

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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 review the organisation of group activities to ensure that younger children's needs are met without distracting the older children from their learning.

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Setting details

Unique reference number EY387578 Local authority Kirklees Inspection number 10398841 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 10 Date of previous inspection 12 November 2019

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Information about this early years setting

The childminder registered in 2008 and lives in Dewsbury. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides government-funded childcare.

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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 inspector discussed how the curriculum is implemented and the impact on children's learning. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The childminder discussed how she works with her co-childminder to meet children's needs. n The inspector observed the interactions between the childminder and children. n The childminder discussed how she supports children with SEND. n Parents shared their views of the setting with the inspector. n Children spoke with the inspector during the inspection about what they enjoy doing at the setting. n The childminder provided the inspector with a sample of key documentation on request.

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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

4 September 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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