Childminder EY472876

Overall effectiveness Outstanding

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

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The provision is outstanding

The childminder has created a calm, respectful environment where children's learning and the highest standards in care are prioritised. The childminder ensures children feel included and at home. For example, she works collaboratively with parents to plan to help children feel settled and relaxed from the start. Together, they decide to use children's favourite music and dance to help make a connection with their home culture. This supports children to thrive from the start of their time with her.

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The provision is outstanding

The childminder has very high expectations of children's behaviour. She is an excellent role model of how to respect others. The childminder sensitively encourages children with gentle reminders, so they all follow routines and expectations wonderfully. Children's behaviour is excellent. They learn to wait, share and take turns with the childminder's sensitive support.

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The provision is outstanding

The childminder is extremely ambitious for all children. She plans daily outings as part of the broad, exciting curriculum. She uses every moment to help children learn more. The childminder knows children extremely well and how they learn. She uses this information incredibly effectively to build on and incorporate children's interests. All children are keen to join in with activities. They are curious, listen attentively and respond enthusiastically. The well-planned curriculum significantly contributes to children's outcomes and ensures all children make excellent progress.

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need to do better?

n The childminder expertly develops children's mathematical knowledge. She differentiates her communications superbly to provide support or challenge as children need it. She introduces challenging mathematical words such as 'sector' to older children and likens the shape to a pizza slice. This helps children make connections in their learning. The childminder challenges children to find differences between shapes, such as squares and rectangles. She asks children to solve problems, such as how many sticks are needed to create the shape. These experiences help children develop their mathematical thinking incredibly successfully. n The childminder nurtures a love of reading among children. She regularly takes children to the library, where they learn to share books quietly. At times, they sing and dance along to story time activities. Children ask the childminder to read books to them as they sit closely with her. Children use their imagination

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need to do better?

and knowledge of characters, events and phrases from familiar stories as they play creatively. This promotes children's imagination, language development and knowledge of stories.

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need to do better?

25 September 2025 n The childminder skilfully models how to be an active learner. She shows children how to use the internet safely to discover the noises dinosaurs made. She expertly teaches children how to use information books. Children excitedly use their new skills to find facts about birds of prey. This builds on their interest of birds seen on a recent outing. These skills help children learn how to learn more and become competent, successful learners. n The childminder seamlessly uses routines and care practices to help children learn new skills and become independent. For example, children help to clean the table for snack time. They pour their own drinks. Children spread butter on crumpets and cut them into pieces. The childminder teaches children to use knives safely. She talks to children about cutting their crumpet in halves and quarters. This builds children's independence and confidence and helps them to

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need to do better?

take responsibility. n The childminder provides lots of opportunities to help children develop their physical skills. She coherently plans activities to develop hand strength and dexterity, building on children's developing motor skills. For example, the childminder provides a range of connecting construction beads that children attach together. She includes activities that help children develop their pencil grip. As a result, young children enjoy drawing and hold pencils comfortably. This important skill helps children be ready for when they start school. n The dedicated childminder is determined to continue her professional learning through personal research and training. For example, she notes positive differences in children's speaking and listening skills after attending a recent communication and language course. The childminder works with integrity to create a fully inclusive setting. She identifies children's next steps collaboratively

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need to do better?

with parents. The childminder shares ideas they can try at home to support children's learning. She works with others, such as physiotherapists, to help individuals make specific progress in their development.

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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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Setting details

Unique reference number EY472876 Local authority Wakefield Inspection number 10408047 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 23 January 2020

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Information about this early years setting

The childminder registered in 2014 and lives in Wakefield, West Yorkshire. Her husband is registered as her assistant solely for occasional use or emergency back- up care. The childminder operates Monday to Friday, from 6.45am to 6pm, all year round, except bank holidays and family holidays. She provides funded early education for children.

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Inspection activities

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 childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n Children spoke with the inspector during the inspection. 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 childminder provided the inspector with a sample of key documentation on request. n The inspector read feedback from parents during the inspection and took account of their views.

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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

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

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