Childminder 303607

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

p.1

The provision is good

Children thrive in the care of the warm, nurturing and welcoming childminder, with whom they have formed strong and positive bonds. They arrive each day full of enthusiasm and are eager to start their day. They confidently approach the childminder for comfort or to share their achievements, demonstrating the deep trust they have in her. For instance, children excitedly pull the childminder by the hand to show off a tower they have just built.

p.2

The provision is good

The childminder establishes clear and predictable routines, which helps children to feel secure and understand what is expected of them. Children learn to follow simple rules of the setting, which helps them to develop positive attitudes to learning and behave well. They are kind and considerate to one another. For example, older children thoughtfully include younger children in their social games, such as when they are rolling a ball to one another.

p.2

The provision is good

The childminder develops children's confidence and social skills through a rich variety of engaging activities and regular outings into the local community, such as attending weekly music classes at the library, visiting local parks and exploring woodland walks. They learn about the world around them and build important life skills, such as understanding basic road safety, through these well-planned experiences.

p.2

need to do better?

n The childminder implements a flexible curriculum that is built around children's interests. She uses these as the foundation for planning activities, with a focus on preparing children for their next stage of learning by developing their independence and social skills. This approach begins with a personalised settling-in process, where the childminder works closely with parents to ensure a smooth transition and provides sensitive care to help new starters feel safe. n The childminder has a deep understanding of child development. She assesses and tracks children's progress, which is shared with parents. This allows her to identify any learning gaps and adapt her planning in the moment. This ensures children, including those with special educational needs and/or disabilities (SEND), are appropriately challenged and supported, enabling them to make good progress from their original starting point. n The childminder promotes language well and every child's communication skills

p.2

need to do better?

flourish. During interactions, she asks thoughtful questions to encourage older children to share ideas, while interpreting the youngest children's early vocalisations and gestures to build two-way communication. New vocabulary is introduced through these conversations. For example, younger children learn action words such as 'squish' during sensory play and older children learn

p.2

need to do better?

22 September 2025 'cauldron' during seasonal discussions. n Children begin to develop a basic understanding of early mathematical concepts. The childminder weaves mathematics into daily activities and routines. For example, during a dough activity, children identify stars, count them and discuss their properties. They count the apples they pick in the garden and are challenged to count their jumps during indoor exercise games. n Partnerships with parents are strong. The childminder uses daily diaries, phone messages and face-to-face conversations to ensure parents are fully informed about their child's day and progress. Parents are overwhelmingly positive about the care provided, praising the childminder's nurturing approach and the progress their children make. n Children's health and well-being are prioritised. They enjoy nutritious, home- cooked meals, and the childminder talks to them about the benefits of healthy

p.2

need to do better?

food. Children have access to fresh drinking water throughout the day. n Children's physical development is well-supported. They are encouraged to be independent in their self-care routines, such as putting on their own coats and washing their hands. The childminder provides opportunities for children to develop their gross motor skills in the garden. For example, children enjoy running on the uneven terrain, which helps to build their balance and coordination, and they enthusiastically join in with active games such as 'What time is it, Mr. Wolf?' However, opportunities for babies to explore and learn in the outdoor area are limited. n The childminder continuously reflects on her practice. She seeks out training and networks with other professionals to improve her knowledge and skills. This has a positive impact on the children in her care.

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 the outdoor learning environment to enable babies to make the most of their learning and development opportunities.

p.3

Setting details

Unique reference number 303607 Local authority Calderdale Inspection number 10398805 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 5 Date of previous inspection 11 November 2019

p.4

Information about this early years setting

The childminder registered in 1997 and lives in Halifax, West Yorkshire. She works Monday to Wednesday from 7.30am to 5.30pm, all year round, except bank holidays and family holidays. The childminder has an early years qualification at level 3.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures 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 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 The childminder discussed how she supports children with SEND. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector. n Children spoke with the inspector during the inspection about who cares for them and what they enjoy doing at the setting.

p.4

Inspection activities

22 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.

p.4

Inspection activities

22 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6