Childminder 319897

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 form strong attachments with the childminder and feel safe and secure in her home-from-home setting. They enjoy frequent cuddles and gentle reassurance, which helps them settle quickly and return to play with confidence. The childminder sets high expectations and consistently models calm, positive behaviour. She explains routines and boundaries clearly. Children mirror this in their own interactions. For example, they take turns and consider the needs of others.

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The provision is good

Partnerships with parents start from the outset. Thorough settling-in procedures enable the childminder to gather detailed information about each child before they start. This helps children settle quickly into her care. Ongoing information sharing and gathering with parents ensures her assessments of the children's development are accurate. The childminder uses this information to plan sequenced learning programmes and individual next steps. Parents are fully involved and receive simple ideas and support to continue learning at home.

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The provision is good

Communication and language sit at the heart of the curriculum. The childminder threads conversation through everyday routines so children consistently hear and practise new words. For example, at mealtimes, she names textures and encourages children to ask for what they need. During play, she extends vocabulary with thoughtful questions and language modelling. Children make good progress at this setting.

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need to do better?

n The childminder promotes a love of reading and early literacy. She builds fun story times into the day. Children choose to read their favourite story, 'The Disgusting Sandwich'. They echo key phrases and excitedly point at and comment on the illustrations. Children go on to use the new words they have learned spontaneously, describing 'sour' tastes and 'disgusting' food in their role play, demonstrating they are remembering what they have learned. n The childminder supports children's physical development well. She plans daily outdoor movement opportunities where children can use large apparatus. The childminder runs a weekly playgroup where children enjoy dance, yoga and parachute games. She offers lots of opportunities for children to develop their small hand muscles. For example, children enjoy making marks on paper, constructing with bricks and using cutlery well. n The childminder supports children to develop their independence skills. For

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need to do better?

example, children are encouraged to replace pen lids, take their tissues to the bin, wash their hands and ask for what they would like for lunch. She works closely with parents to help their children refine new skills, such as using the potty or toilet. Children take pride in their accomplishments and achievements.

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need to do better?

12 September 2025 These skills will help prepare children well for their move on to school and beyond. n The childminder has good links with local schools and teaching professionals. She ensures smooth transitions to school by sharing relevant information with the children before they start. This helps children move on from her setting with confidence. n The childminder plans regular small-group learning activities, such as story time and drawing at the table. However, occasionally, children lose focus and are unable to engage because there are too many distractions in the environment. For example, during a music and movement session, children often wander off to play with other nearby toys. This means that children do not fully benefit from the planned learning. n The childminder provides opportunities for children to develop their mathematical skills and language. She weaves size and quantity language into

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need to do better?

the children's play and routines. For example, she models language such as 'big', 'small', 'full' and 'empty'. Children tap simple beats to music. However, she does not provide enough opportunities for children to regularly count throughout their day and secure their understanding of number. n The childminder is committed to self-evaluation and professional development. She reflects on her service and makes swift changes. The childminder listens to the views of parents and uses them to shape her service. She has attended a number of training courses since her last inspection and networks with local childminders to keep up to date with changes and to share good practice ideas. n Parents are highly complimentary of the childminder. They describe her as 'warm' and 'reassuring' and report that she 'goes above and beyond' to meet children's needs. Parents praise daily hand-overs and practical help, such as

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need to do better?

healthy packed lunch ideas, support to reduce dummy use and compassionate support during difficult times. They report she 'makes a real difference' to their children's progress and well-being, particularly in their language development.

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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 remove distractions in the environment so children can fully engage with and benefit from the planned learning n provide more opportunities for children to count throughout the day to strengthen their understanding of number.

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Setting details

Unique reference number 319897 Local authority Leeds Inspection number 10407864 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 12 Number of children on roll 22 Date of previous inspection 21 January 2020

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Information about this early years setting

The childminder registered in 1994 and lives in the East Ardsley area of Wakefield. She operates all year round from 7.15am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She works with an assistant. She offers the government funded places for childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke with the inspector during the inspection. n Staff spoke to the inspector during the inspection. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

12 September 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

12 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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