Childminder 2772982

Inspection date: 20 May 2025 - 9 September 2025

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Overall effectiveness Good

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

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The provision is good

The childminder is kind and caring in her approach and shows sensitivity towards the children in her care. She understands children's individual needs and works closely with her staff to ensure children's well-being is a priority. The childminder, staff and children share a close bond. Children seek affection from the childminder and make requests for help. The childminder provides clear instructions, and children follow them. For example, they recognise, collect and use their own hand towels and freely access their water bottles. Children use good manners. They understand the childminder's expectations for their behaviour, for example using 'kind hands' and 'indoor voices'. The childminder and staff demonstrate a calm, positive and consistent approach to behaviour management.

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The provision is good

Children benefit from a curriculum that is based on building confidence and helping them to be school ready. The childminder sequences children's learning through fun and engaging activities. The childminder and staff join in with children's play. Their interactions with children are good and help to strengthen children's skills and knowledge. Children concentrate and sustain their play for extended periods of time. The childminder introduces children to new language as they play. She encourages children to recall past activities and events to help consolidate prior learning.

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need to do better?

n The childminder observes children to monitor their development. She shares information with parents and carers to enable them to promote children's ongoing learning at home. The childminder is secure in her knowledge of child development and can recognise when children may need additional support. n The childminder gathers valuable information from parents when children first start in her care. She uses this, along with her own observations, to create an initial assessment of children's stages of development. The childminder takes account of children's interests to plan fun activities. She tracks children's development through termly assessments and statutory progress checks. n The childminder and staff keep up to date with mandatory training, such as safeguarding and first aid. They complete courses linked to child development and learning. Knowledge gained from training is implemented into day-to-day

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need to do better?

practice. This means children benefit from frequent, good-quality interactions. However, occasionally, children do not have time to answer the questions asked or communicate their needs. n Children demonstrate they are developing their confidence. They approach visitors and have short conversations. The childminder ensures that children do not have access to the internet when she is caring for them. She encourages parents to do the same at home. Children show awareness of hygiene as they

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need to do better?

20 May 2025 wash their hands before eating, and some children are independent in toileting. n The childminder recognises children's interests and plans activities that build on these. For example, when children show an interest in flowers, she plans seed- planting activities. Children begin to learn how to care for plants and take responsibility for looking after a living thing. Older children can talk about pollination. They can explain that bees collect pollen from flowers and, in turn, make honey. n The childminder uses a variety of techniques to develop children's physical skills. For example, children use tweezers to begin to develop a pincer grip and strength in their fingers. The childminder models how to hold tools so that children can copy the technique. Children have opportunities to mark-make frequently. Older children attempt to write their name and give meaning to some of the marks they make.

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need to do better?

n The childminder provides fun and interesting ways to help children to overcome their own uncertainties. For example, she provides activities based around fruit and vegetables. Children enjoy learning about ice and what makes it melt. Children use pipettes with developing skill to suck up warm water to squeeze onto the ice. This supports their dexterity and coordination. Children find tools to help them to scrape the ice away and they are excited when they see fruit and vegetable pieces hidden inside. n Children show off their work with pride. The childminder provides children with positive praise when they listen to what she says. Children access resources independently, which enables them to follow their own ideas and make decisions about their play.

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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 allow children time to answer when asking questions or offering choices, to further their ability to think for themselves and communicate their needs.

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Setting details

Unique reference number 2772982 Local authority Kirklees Inspection number 10359699 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 17 Date of previous inspection 2 July 2024

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Information about this early years setting

The childminder registered in 2024 and lives in the village of Kirkheaton in Huddersfield, West Yorkshire. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays, Christmas and family holidays. The childminder provides government funded childcare. She holds a childcare qualification at level 6.

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Information about this inspection

Inspectors Ginny Robinson Lindsay Dobson

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Inspection activities

n The childminder and the inspector held a meeting. The childminder and the inspector discussed how the childminder plans for the children's interests and the aims and rationale for her curriculum. n The children spoke to the inspector during the inspection and asked the inspector questions. n The childminder led a tour of the premises. This included areas used for hygiene practices. n The inspector viewed written feedback from parents and took account of their views. n The inspector observed the quality of education during activities and assessed the impact this has on the children's learning. She held discussions with the childminder to understand how she develops her knowledge. n The childminder and the inspector jointly evaluated an activity that the children completed with an assistant and discussed what the children were learning. n The inspector checked documentation, including the suitability checks of all staff

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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

20 May 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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