Childminder EY549929

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 thrive in the care of the friendly childminder and his co-childminder. They receive a warm welcome and form strong, positive bonds. The childminder uses a calm and patient approach to support children as they settle into new routines and build their self-assurance. For example, older children talk with confidence about their parents going to work and coming back soon.

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The provision is good

The childminder provides a responsive curriculum that is tailored to children's interests, helping them become confident and sociable learners. For instance, when children mention visiting a zoo during the holidays, he immediately sets up a small- world zoo activity to extend their learning. This approach sparks a love for learning and helps children confidently recall and build on what they already know.

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The provision is good

The childminder actively encourages children to be independent and develop a 'can-do' attitude. When children persist with challenges, such as putting on their own coats, he warmly praises their efforts. This boosts their confidence and sense of achievement, helping them to become sociable individuals who are well- prepared for the next stage in their learning.

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need to do better?

n The childminder supports children's communication and language development through well-planned, interest-led activities. He skilfully models language for younger children, using short, clear sentences to support turn-taking. The childminder introduces new vocabulary to children. For example, during sensory play, he engages them in conversations about different textures, using words like 'smooth' and 'hard'. Older children are supported to extend their vocabulary with prepositional language, such as 'behind' and 'next to'. n The childminder uses information gathered from parents on 'all about me' forms during the initial settling-in process to find out what children already know and what they need to learn next. The environment is set up to ensure children can develop these skills within all seven areas of learning. The childminder uses observation and assessments to track development and quickly identify any

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need to do better?

gaps. This ensures children, including those with special educational needs and/or disabilities (SEND), make progress from their starting points. n The childminder's clear expectation of behaviour and enthusiastic praise help children to make good choices and play cooperatively together. His nurturing approach also makes children feel very secure. He supports their emotional well- being with a gentle cuddle when they are upset. As a result, children are so comfortable that they seek him out for a cuddle during play. n The childminder is skilled at promoting children's physical development through challenging outdoor activities. For instance, older children are encouraged to

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need to do better?

4 September 2025 persevere on bikes with pedals, while younger children navigate and use ride- along cars. The childminder responds in the moment to children's interests by setting up group activities, such as a balancing course to develop gross motor skills for children who want to use stepping stones. However, he is less effective at promoting sustained shared thinking, often solving problems for children rather than encouraging them to think critically for themselves. n The childminder has developed positive partnerships with parents. He is proactive in his own professional development to support this. For instance, recent training has improved his understanding of how to promote fathers' engagement in their children's development effectively. Parents report that the childminder is caring and flexible and provides consistent reassurance. n The childminder successfully promotes healthy choices. Children enjoy nutritious

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need to do better?

meals and have daily access to fruit and vegetables. He talks with them about where their food comes from and discusses the importance of good oral hygiene, using props like large teeth to demonstrate effective toothbrushing. Mealtimes are positive experiences where children sit and eat together with the childminder. n The childminder works in a strong partnership with his co-childminder, communicating daily about children's progress to ensure a consistent and high- quality provision.

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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 strengthen questioning techniques to consistently challenge older children's critical thinking and encourage them to solve problems for themselves.

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Setting details

Unique reference number EY549929 Local authority Kirklees Inspection number 10398848 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 2017 and lives in Dewsbury. During term time, he operates Monday, Tuesday, Thursday and Friday from 8.30am to 6.45pm and 3pm to 6.45pm on Wednesday. In the school holidays, he operates from 7am to 6.45pm. The childminder provides funded early education for two- and three-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder discussed how he supports children with SEND. n The childminder provided the inspector with a sample of key documentation on request. n Children spoke with the inspector during the inspection about what they enjoy doing at the setting. n The childminder discussed how he works with his co-childminder to ensure children's needs are met. n Parents shared their views of the setting with the inspector.

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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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