Hedison, Phillipa Susan

Hedison, Phillipa Susan

Unique reference number (URN): EY449436 Address: 8 Netherfield Place, Netherton, WAKEFIELD, West Yorkshire, WF4 4LS Type: Childminder Registered with Ofsted: 24/07/2012 Registers: EYR, CCR, VCR Registered person: Hedison, Phillipa Susan

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children's progress is closely tracked by the childminder, and their next steps are clearly displayed and referenced throughout the day to ensure that learning is purposeful. Multilingual children are accommodated effectively through dual-language resources and consistent use of home languages alongside English. These approaches promote communication, cultural identity and a strong sense of belonging. Children are regularly exposed to increasingly complex vocabulary, which is modelled with precision and clarity. This approach enables children to confidently embed new language into their own speech, significantly enhancing their communication skills and broadening their vocabulary.

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Achievement Strong standard

Children develop resilience when trying new things. The childminder gives children opportunities to be independent through choices and through managing their own self-care needs. For example, children learn how to fasten the strap on a booster seat by themselves, promoting confidence and self-care.

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Behaviour, attitudes and establishing routines Strong standard

Children develop high levels of independence and resilience within a nurturing and welcoming environment. Well-established routines are introduced from the outset, enabling children to feel secure and confident. For example, colour-coded equipment for mealtimes is thoughtfully organised so that children can access it independently, promoting responsibility and self-care. These approaches ensure that children quickly learn to manage tasks for themselves and persevere when faced with challenges.

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Behaviour, attitudes and establishing routines Strong standard

The childminder works in strong partnership with parents to establish consistent routines and promote excellent attendance. These collaborative approaches ensure that children feel secure and ready to learn. Children approach learning with a positive attitude, showing perseverance and enthusiasm, and they actively support and encourage one another during play, fostering cooperation and social development.

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Behaviour, attitudes and establishing routines Strong standard

The childminder responds swiftly and effectively to children's emotional needs. For example, when a child becomes unsettled due to a change in routine, the childminder carefully selects an engaging activity that is tailored to the child's interests. This strategy has the desired impact; children quickly become absorbed in the task and began to communicate confidently with the childminder. Such responsive practice ensures that children feel secure and supported, enabling them to re-engage positively with learning.

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Children's welfare and wellbeing Strong standard

The childminder encourages children to be independent in their self-care skills, such as toileting and washing their hands. She engages children in discussions about healthy foods, and children choose healthy additions to the breakfast choice, such as Chai seeds. The childminder establishes consistently respectful, warm and positive relationships that promote children's wellbeing and create a strong sense of belonging.

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Children's welfare and wellbeing Strong standard

The childminder demonstrates exceptional dedication to helping children settle quickly and confidently. She meets with parents prior to admission to gather detailed information about each child's interests and needs, ensuring that these are thoughtfully incorporated into the environment. This proactive approach fosters strong partnerships with families. Parents consistently praise the childminder's support and commitment to their children. The childminder demonstrates exceptional sensitivity in supporting children's emotional wellbeing. For example, when children take longer than usual to settle in, she skilfully introduces a scarves activity. This engaging experience encourages children to interact with their peers and the childminder, fostering their communication and confidence. The joy and laughter observed throughout the activity reflects children's growing sense of security and enjoyment in learning.

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Children's welfare and wellbeing Strong standard

During visits to the park and country park, the childminder embeds independence skills while prioritising children's understanding of safety. Children actively engage in risk assessment and demonstrate a clear awareness of how to keep themselves safe. For example, when wearing a safety device attached to the buggy, children confidently explain why it is important. These experiences promote responsibility, critical thinking and a strong sense of personal safety.

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Curriculum and teaching Strong standard

The childminder uses her excellent understanding of children's needs and interests to plan an ambitious curriculum that places great focus on engaging children in their learning. Individual trackers are regularly updated to reflect ongoing development, and next steps are systematically incorporated into an overview that is used during sessions to maximise progress.

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Curriculum and teaching Strong standard

The childminder ensures that children with special educational needs and/or disabilities are exceptionally well supported and make strong progress from their individual starting points. Targeted strategies ensure that these children achieve well and develop confidence in their learning.

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Curriculum and teaching Strong standard

Children reach their full potential and are ready for their next stage of learning. They experience a nurturing, fun and stimulating environment where they develop their social skills through positive relationships with the childminder. The childminder provides highly engaging creative opportunities that build on previous experiences. For example, following an earlier activity where children explored a range of Christmas resources freely, she introduced a small tree for them to decorate independently. This thoughtful adaptation encouraged perseverance and fine motor development as children carefully manipulated baubles with precision. Throughout the activity, the childminder skilfully modelled language and maintained high-quality interactions, using the opportunity to reinforce next steps in learning and extend vocabulary.

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Inclusion Strong standard

The childminder works exceptionally well to support both children with special educational needs and/or disabilities and their families. The learning environment is thoughtfully adapted for every activity to remove barriers and promote engagement. Resources are clearly planned and tailored to meet children's individual needs, ensuring that every child can access all aspects of learning successfully. The childminder responds promptly and effectively to their emerging needs, demonstrating a deep understanding of how to personalise provision to secure children's strong progress.

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Inclusion Strong standard

The childminder works in strong partnership with parents and health visitors to secure timely referrals to a range of professionals, ensuring that each child receives the support they need. Adjustments to the learning environment are made thoughtfully and promptly, such as adapting spaces and resources to accommodate children's mobility needs. These proactive measures enable all children to access activities successfully and promote their inclusion and wellbeing.

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Leadership and governance Strong standard

The childminder demonstrates exceptional passion and commitment to her role. She recognises the importance of continuous professional development in meeting children's emerging needs and acts decisively to enhance her knowledge and practice.

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Leadership and governance Strong standard

For example, she has attended a wide range of specialist training courses that have focused on supporting children with special educational needs and/or disabilities. This proactive approach ensures that her provision remains highly inclusive and responsive, enabling all children to thrive.

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Leadership and governance Strong standard

The childminder works proactively with multilingual parents to ensure that their children thrive in the setting. She promotes a culture of high expectations for all learners and demonstrates a strong commitment to inclusion. Continuous improvements to both the indoor and outdoor environments reflect her ambition to sustain a high standard of education. These enhancements provide rich opportunities for exploration and learning, ensuring that every child is challenged and supported to make strong progress.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children thrive in this warm and homely setting, where they benefit from a rich and well- planned curriculum that is tailored to their needs. They enjoy a wide range of experiences, such as decorating a Christmas tree using varied resources, engaging in animated discussions about texture, colour and the significance of celebrations. Group times at the start of the day are purposeful, with children confidently discussing days of the week and seasons. The childminder captures children's interest through engaging storytelling, including books in different languages, and uses effective questioning to check their understanding and recall. Mathematical skills are promoted through interactive counting rhymes supported by practical resources, ensuring that all learners are included. The childminder ensures that children with special educational needs and/or disabilities receive exceptional support and make strong progress from their individual starting points.

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What it's like to be a child at this setting

She implements targeted strategies, such as adapted resources and personalised learning plans, to remove barriers and build confidence. This highly inclusive approach enables children to access all areas of learning successfully and develop resilience and independence.

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What it's like to be a child at this setting

Children are greeted warmly and supported in a nurturing environment that promotes emotional security. The childminder provides space and time for those who need longer to settle, responding sensitively to individual needs. This calm and reassuring approach ensures that all children feel valued and confident as they begin their day, fostering positive relationships and readiness for learning. The childminder celebrates the uniqueness of every child and their family, creating an inclusive environment where diversity is valued. She purposefully incorporates different languages into daily routines and resources, ensuring that children feel respected and recognised. As a result, children develop a strong sense of identity and belonging, alongside a growing awareness of the wider world. They learn about other cultures in meaningful ways, fostering curiosity, respect and cultural understanding.

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What it's like to be a child at this setting

The childminder sets consistently high expectations for children's behaviour and attitudes. She establishes clear, well-structured routines that are skilfully planned to develop independence. During visits to the community, the childminder teaches children how to assess risks and understand the importance of keeping themselves safe. These approaches ensure that children behave responsibly, show resilience and develop essential life skills. The children enjoy a range of healthy foods that encourage them to try different foods in a supportive and safe environment.

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Next steps

The childminder should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder.

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About this inspection

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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

8 Netherfield Place Netherton WAKEFIELD West Yorkshire WF4 4LS

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Address:

Registered person: Hedison, Phillipa Susan

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 16:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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