Childminder EY409904

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 develop close bonds with the childminder, which helps to promote their emotional well-being. For example, they demonstrate how safe and secure they feel as they play happily. Children also show good levels of confidence as they excitedly talk about the photos of themselves in their photo albums. These capture children's time with the childminder and the progress they have made since starting as babies. The childminder creates these to build on children's development of communication skills, help them to gain a stronger sense of self and develop an understanding of their place in the family and world.

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The provision is good

Overall, the childminder plans a broad and effective curriculum that helps children to make good progress and be ready for starting school. For example, during familiar daily routines, children develop independence and small-muscle strength in readiness for early writing. Older children chop up fruit at snack time and explore early mathematics while doing so. Children readily place their footwear in the shoe box after playing outside. The childminder promotes a culture of being kind, caring and respectful, which she models effectively. She uses gentle and positive explanations to reinforce simple expectations and praises children for their 'good teamwork' and 'tidying up'. This helps to foster children's self-esteem.

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need to do better?

n The childminder works in close partnership with parents to help children new to the setting to settle in. She exchanges a good range of information that helps her to find out about each child's uniqueness, their home routines and their developmental stage. This helps her to tailor visits in line with each child's individual needs. n The childminder continuously observes and assesses children's progress, sharing this with parents through photos, videos and face-to-face feedback. However, she is not always clear about what she wants children to learn next and how she will teach this in partnership with parents. n The childminder enriches her curriculum through a wealth of outings that build on children's social skills and understanding of the world around them. For example, children go to toddler groups and visit a farm and a zoo. n The childminder adapts activities effectively, such as exploring different-coloured

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need to do better?

dried pasta. For example, she places a strong focus on developing younger children's early speech, their small-muscle skills and social skills with other children. She introduces sorting to teach older children to classify, categorise and recognise similarities and differences in objects based on a shared feature. n While younger children scoop pasta shapes into pots using spoons, the childminder provides older children with more challenging resources that require greater hand-eye coordination and small-muscle strength. Children demonstrate

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need to do better?

12 September 2025 how adept they are at using spring-loaded chopsticks while carefully transporting pasta from one container to another. n As children excitedly take part in group activities, they show great focus and concentration and play harmoniously. The childminder motivates children with her enthusiasm. For example, she encourages them to develop perseverance and a positive approach to learning new skills, such as using large tongs. n The childminder has ample toys set up at a low level for children to make choices from. However, the range that supports younger children's stage of learning and interests is not as well developed. n The childminder promotes children's physical well-being and understanding of healthy lifestyles effectively. For example, children readily access the handwashing station sited in the porch, requiring very little support from the childminder. Children readily tuck into healthy, freshly prepared meals.

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need to do better?

n Overall, the childminder's qualification has a positive impact on her practice. For example, she skilfully narrates as children play and during daily routines to expand on their speech development. However, although books are accessible, children show little interest, and this is not actively encouraged. n The childminder helps children to develop their large-muscle skills. Younger children manoeuvre sit-and-ride toys, while older children use scooters. Older children confidently balance on stepping stones. They kindly hold the hands of younger children, eager to join in. n The childminder helps children to learn about keeping themselves safe. For example, she encourages them to cut fruit into smaller pieces, eat more slowly and put less in their mouths. She suggests older children swap their socks for slipper socks to give them more grip while learning to use the wooden balance board.

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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 target more precisely what children need to learn next and how this will be taught in partnership with parents n review the organisation of toys to promote younger children's learning and interests as they lead their own play n increase children's love of books to promote their development of language and early literacy skills to a higher level.

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Setting details

Unique reference number EY409904 Local authority Calderdale Inspection number 10407613 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 6 Date of previous inspection 14 January 2020

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Information about this early years setting

The childminder registered in 2010 and lives in Halifax. She operates from Monday to Friday, from 7.30am to 4.45pm, all year round, except for bank holidays and family holidays. The childminder has an assistant registered for emergency back-up care only. The childminder holds an appropriate qualification at level 3 and provides government-funded childcare.

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Inspection activities

n The inspector observed the suitability and safety of the childminder's premises. n The childminder discussed how she organises the early years provision and implements the curriculum. n The inspector observed the quality of education as children played, indoors and outdoors, and assessed the impact on the children's learning. n The childminder and the inspector carried out a joint observation of an activity. n The inspector spoke to the children during the inspection. n The childminder shared a sample of documents with the inspector, such as those related to continued professional development and feedback provided by parents.

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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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