Childminder EY441095

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

The childminder offers a warm and welcoming environment. This enables children to be relaxed and to develop a sense of belonging. Children form strong bonds with the childminder, who makes herself available to them at all times. They confidently separate from their parents and carers. Children look to the childminder when they want their needs met. They receive lots of praise and warmth during interactions. The childminder is kind and caring while meeting children's needs. Children are very happy.

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The provision is good

Children show a positive attitude to their learning. They enthusiastically join in with art and craft activities. Children learn to follow simple instructions and help their friends. The childminder teaches children to share and take turns. Children learn to understand what is right and what is wrong. Their behaviour is good at this setting.

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The provision is good

The curriculum is exciting and based around children's interests. Children develop their small muscles as they excitedly glue resources onto pine cones. With the support of the childminder, they learn how to use glue spreaders. Children are encouraged to develop their imagination and also enjoy creating artwork with a specific aim. For example, as they create a picture of an owl, they consider the different features that make the bird's face. The childminder then compares these to children's own facial features. Children are introduced to rich new language, such as 'spiky', 'hard' and 'rough'. The childminder repeats words back to children to support their correct pronunciation. Children show good concentration.

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need to do better?

n The childminder provides lots of opportunities for children to develop their knowledge of mathematics. She teaches them about size and shape as children build a train track. Children embed their knowledge of early numbers as they jump across stepping stones. The childminder counts as they do so. Children show anticipation as they excitedly learn about speed and distance as they roll balls down a slide. Mathematics is embedded into the curriculum. n The childminder carries out observations of children and effectively uses these to identify the next steps in their development. When she notices any gaps or delays in the learning and development of individual children, she puts effective strategies in place to address these. However, the childminder is not fully effective in sharing these with parents. This means that children do not consistently benefit from a fully coordinated and consistent approach to help

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need to do better?

them overcome obstacles as swiftly as possible. n The childminder follows children's interest well. Children engage in role play as they fix the playhouse. The childminder asks thoughtful questions to encourage their critical thinking. For example, she asks children how they can fix the

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need to do better?

8 September 2025 windows and what tools they might need. When other children join in play, the childminder stands back to allow them to work together to solve problems. Children show deep concentration as they learn about nuts, bolts and screwdrivers. n The childminder teaches children about festivals and celebrations, such as Lunar New Year, Diwali, Christmas and Easter. The childminder extends children's learning to develop their knowledge of communities, ethnicities and cultures different to their own. She introduces them to words in different languages. This effectively supports children to develop an understanding of diversity. n There are good arrangements to promote children's physical development. The childminder supports their muscle development well. She teaches children how to climb steps to get up to the playhouse. She gives clear guidance, such as to hold the sides and put one foot on the step. Children listen and persevere,

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need to do better?

knowing the childminder is close by. The childminder teaches them how to come back down, providing guidance when children lower themselves on the steps. Children smile when they achieve the skill. n Children benefit from effective support to develop their small-muscle skills as they make marks with chalk. The childminder talks about the different marks, lines and dots. She introduces new language, such as 'long', 'short' and 'straight'. Children are beginning to recognise patterns. n The childminder completes regular supervisions and appraisals with any assistants that she employs. She ensures they have opportunities for professional development and provides a high level of support for their emotional welfare.

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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 strengthen the arrangements to work with parents to provide a more coordinated and targeted approach to supporting individual children to progress well in all areas of their learning.

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Setting details

Unique reference number EY441095 Local authority Wakefield Inspection number 10408152 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 10 Date of previous inspection 27 January 2020

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Information about this early years setting

The childminder registered in 2012 and lives in Bingley, West Yorkshire. She opens all year round from 7.30am to 6pm, Monday to Friday, except for family holidays and bank holidays. The childminder holds a level 3 childcare qualification. She works with an assistant who holds a level 2 childcare qualification. The childminder provides funded early education for children.

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Inspection activities

n The childminder spoke to the inspector about how she supports children with special educational needs and/or disabilities. n The childminder and the inspector discussed how she organises the early years provision, including the aims and rationale for the curriculum. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n Parents shared their views of the setting and staff with the inspector. n Assistants spoke to the inspector during the inspection. n Children communicated with the inspector during the inspection. n The inspector and the childminder completed a joint observation of an activity.

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Inspection activities

8 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

8 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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