Childminder 2727598

Overall effectiveness Good

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

p.1

The provision is good

Children are happy and safe and have formed strong bonds with the childminder. They seek comfort from the childminder. For example, children fall asleep on his knee, showing they feel secure and at ease. Prior to children starting, the childminder arranges several settling-in sessions. This helps children feel reassured before their parents leave. The childminder works with parents when children first join to identify what children can do. These assessments alongside his own observations help him to plan a range of engaging activities. The childminder completes ongoing assessments. This ensures he can continuously identify gaps in children's learning. Children make good progress in relation to these starting points.

p.2

The provision is good

The childminder demonstrates a consistent approach when supporting children to understand boundaries. The childminder clearly explains his expectations and deals with any unwanted behaviour in a positive way. He supports children to tidy away when they have finished playing and he models how to do this. This particularly supports new children who are still getting used to the routines.

p.2

The provision is good

Children benefit from local outings, including library trips. They take part in reading schemes that build early literacy skills. Children are encouraged to read books, earning certificates and prizes. This helps to support an early enjoyment of reading.

p.2

need to do better?

n The childminder has clear intentions for what he wants children to learn. He creates an environment in which children can freely explore and learn. As a result, children become engaged in their play and learning. For example, children enjoy rolling toy cars over surfaces and exploring how they move. n The childminder supports children's understanding of the world around them. For example, he explains that hedgehogs hibernate, meaning they sleep through the winter. The childminder introduces a wide range of vocabulary during play. He explains the meanings of new words, such as what a combine harvester is. This builds on children's knowledge and supports their communication and language skills. n The childminder reads books with enthusiasm. He uses a range of props, such as soft woodland animals, to bring stories to life. The childminder uses opportunities within stories to embed counting. For example, he helps children

p.2

need to do better?

look for rabbits on the page and they count them together. This supports children's early understanding of numbers and counting. n The childminder supports children's transition to school. He shares information with schools, including written reports about each child's development. However, the childminder does not proactively establish partnerships with other settings

p.2

need to do better?

25 September 2025 children attend. This means opportunities for sharing information across multiple early years settings is limited. n Children are taught how to stay healthy and learn good hygiene practices. They manage their own self-care well, such as washing their hands and wiping their noses. The childminder prepares nutritious and well-balanced meals. These introduce children to a broad range of foods. As a result, children eat foods they might not typically encounter at home. n The childminder embraces children's culture and encourages children to share their home languages. He teachers children about a range of cultural traditions through activities. For example, he teaches children about Chinese New Year and Hanukkah. This helps children to understand the diverse world in which we live. n Partnerships with parents are strong. Parents praise the childminder and say their children have 'thrived' and 'flourished' in his care. The childminder shares a

p.2

need to do better?

range of information with parents For example, he shares guidance to parents on choking hazards and how parents can support children's learning at home. The childminder then sends monthly newsletters to parents to keep them informed of what children will be learning next. n The childminder is passionate about his role. He continuously reflects on his practice and reviews ways in which he can improve. The childminder attends regular networking meetings and completes mandatory training, such as, safeguarding and first aid training. This ensures his knowledge remains up to date. However, the childminder has not yet explored a wider variety of professional development opportunities to help enhance knowledge and skills even further.

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

should:

n develop ways to build partnerships with other settings children attend to fully support children's continuity in their learning and development n continue to seek out opportunities to further professional development.

p.3

Setting details

Unique reference number 2727598 Local authority Wakefield Inspection number 10399015 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023. He operates from 7.30am until 6pm, Monday to Friday, all year round, apart from bank holidays and family holidays. The childminder provides government-funded childcare.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is 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 inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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.

p.4

Inspection activities

25 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

25 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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