Calderwood, Lynn

Calderwood, Lynn

Unique reference number (URN): EY553275 Address: 47 Turnshaw Road, Kirkburton, Huddersfield, HD8 0TH Type: Childminder Registered with Ofsted: 24/10/2017 Registers: EYR, CCR, VCR Registered person: Calderwood, Lynn

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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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Behaviour, attitudes and establishing routines Strong standard

Children feel secure and grow in confidence in the childminder's calm and welcoming environment. She establishes clear, consistent expectations for behaviour, which children understand and follow well. Her caring approach fosters positive relationships, enabling children to behave respectfully and learn collaboratively through play. The childminder consistently reinforces house rules, ensuring that respect for others and the environment becomes embedded in daily practice.

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Behaviour, attitudes and establishing routines Strong standard

Well-established routines support children to regulate their behaviour and emotions effectively. As a result, children form strong relationships with their peers and engage cooperatively in activities such as puzzles and board games. Clear communication and consistency help children thrive and develop a strong sense of belonging in her care.

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Behaviour, attitudes and establishing routines Strong standard

The childminder recognises the importance of children's regular attendance and works closely with parents by sharing clear procedures and offering support to promote consistent attendance. She uses timers effectively to support turn-taking, helping children develop patience and fairness. Younger children observe and model the positive learning behaviours of older peers. From an early age, children participate in tabletop activities, which equips them with well-developed social skills and prepares them confidently for future learning.

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Children's welfare and wellbeing Strong standard

Children are emotionally secure and benefit from the childminder's nurturing and responsive care. She builds strong attachments through warm, consistent interactions, attentive listening and sensitive responses to children's individual needs. When children experience significant events in their lives, she addresses these with empathy and discretion. Children and parents trust her and confidently seek guidance, knowing she provides appropriate support, signposting and timely intervention.

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Children's welfare and wellbeing Strong standard

The childminder prioritises children's welfare through thoughtful communication, ensuring every child feels valued and has a strong sense of belonging. Robust settling-in procedures respond highly effectively to individual needs, enabling children to gain confidence and settle quickly into the setting. Children are well supported to understand their physical development and personal safety through age-appropriate routines, discussions and modelling, including oral hygiene, healthy eating and safe practices.

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Children's welfare and wellbeing Strong standard

Children develop independence at mealtimes, showing confidence with portion control and a willingness to try new foods, including fruits and vegetables. Allergies and intolerances are managed through well-structured routines that place children's safety at the centre of food practice. Children learn to recognise and talk about their emotions, supported by the childminder's calm guidance, which helps them develop strong emotional wellbeing. As a result, children are happy, content and form lasting healthy habits. Parents consistently praise the provision, stating their children have 'thrived' and 'flourished' in the childminder's care.

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Achievement Expected standard

Children play cooperatively and enjoy directing their own play. They display mathematical skills, such as identifying numbers, counting in sequence and comparing size and weight. Children show confidence in their physical skills while building with a variety of blocks, showing deep concentration and patience to balance blocks into tall towers. They are enthusiastic learners with positive attitudes to thrive in their education ready for school. Children recall memories of their family while exploring figures. They recite familiar stories and excel in social interaction skills. The childminder uses every experience as a learning opportunity and sequentially builds on language skills by introducing a range of words with the same meaning, such as size variations and feelings. Linking words with meanings helps children to build on their use of new words, expanding their vocabulary. Children make progress. However, more frequent reviews of children's development would highlight gaps

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Achievement Expected standard

and allow a timelier, more specific teaching response to overcome barriers to learning.

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Curriculum and teaching Expected standard

The childminder delivers a well-sequenced curriculum that enables children to make strong progress from their individual starting points across all areas of learning. She actively builds on what children already know and encourages them to confidently share their ideas. By closely observing children's interests, she adapts her teaching to sustain motivation and deepen engagement. She prioritises children's physical, personal, social and emotional development through regular singing, dancing and movement activities that promote coordination, confidence and emotional wellbeing. Warm, responsive interactions help children feel secure, valued and eager to participate.

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Curriculum and teaching Expected standard

The childminder skilfully links real-life experiences to stories, which strengthens understanding and supports language development. She asks thoughtful questions during story time, ensuring children feel heard and can make positive contributions. As a result, children sustain focus for extended periods, narrate stories using prompts, and confidently predict and explore imaginative outcomes. Playful interactions, including moments of shared humour, further enhance learning and relationships.

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Curriculum and teaching Expected standard

To strengthen practice further, the childminder should work more closely with other professionals to ensure a consistent, joined-up approach for children with additional needs, enabling them to make even greater progress.

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Inclusion Expected standard

The childminder knows children well. She gathers information about what children are doing at home. This enables her to plan her tailored approach to ensure that each child's individual needs are identified. The childminder showcases her awareness of how to use specialised funding through discussions, promoting the quality of teaching skills and resources to target areas of need, helping children to overcome barriers in care and learning. Children have ample opportunity to practise skills to support their next steps in their learning journey. They become confident in care routines alongside engaging in play, showing resilience. The childminder frequently reviews what she wants children to learn. She has high expectations for all children. Tailored opportunities and training would further promote the childminder's approach to supporting children who may have barriers to their learning, particularly when

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Inclusion Expected standard

supporting children's speech and pronunciation skills. The childminder role models a positive attitude towards learning, which encourages children to engage in role play and balancing blocks with patience. Children grow in confidence. Where children attend other settings, the childminder is proactive in collaborating on ideas to share their next steps to ensure consistency in their learning. Parents are aware of their child's current learning goals, which ensures an effective network of support for children. The childminder is able to adapt her provision to ensure that children receive tailored support, for example when toileting and toothbrushing and following changes at home.

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Leadership and governance Expected standard

The childminder is proactive in maintaining up-to-date, relevant training to continually strengthen the support she provides for children and their families. Recent professional development, including training on supporting children with special educational needs and/or disabilities (SEND) and promoting emotional wellbeing, has a clear impact on practice. The childminder applies new knowledge confidently, adapting her environment, teaching strategies and routines to meet children's individual needs according to their age and stage of development. As a result, children make strong progress and are well prepared for their next stage of learning.

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Leadership and governance Expected standard

The childminder manages her workload thoughtfully and offers places carefully to avoid disrupting or upsetting children already attending. Parents speak highly of the provision, noting that children are eager to attend and disappointed when it is not their day, which reflects the strong relationships and sense of belonging she fosters. The childminder values continuity and works in close partnership with local pre-schools, parents and other professionals to ensure a joined-up approach to children's care and education.

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Leadership and governance Expected standard

The childminder demonstrates a clear understanding of how to meet the best interests of children with SEND by working collaboratively with parents, early years professionals and her local authority. She seeks advice, guidance and additional support when needed, ensuring children receive timely and appropriate interventions. Clear communication, effective online safety practice and regular sharing of next steps of development enable parents to be fully involved in their child's development and 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 are happy attending the childminder's home. They show confidence in exploring books, building blocks and role play, happily engaging in preparing cups of tea for the childminder. Children engage in reading stories, contributing their thoughts and ideas with rich open dialogue and communication skills. They show high levels of concentration as they recall past events and relate play to their own personal experiences. Children are enthusiastic for their next stage of learning and discuss going to pre-school with excitement and anticipation. Children have positive attitudes towards learning. Interactions between the childminder and children are positive. The childminder is patient, and her passion towards caring for children promotes a sense of belonging. Children make progress in their learning from their starting points and use their own ideas to engage in play, such as pretend shopping with baskets. Children are imaginative as they express their

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

The childminder engages effectively in play to build on what children already know. Children grow in confidence and communication skills. The childminder models clear language, narrates play and asks questions to test children's knowledge, sensitively making corrections where needed. The environment is language rich, where children's voices are heard and ideas celebrated. Children are emotionally secure.

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

Children progress in their development from their starting points. They build on physical skills through practise and reassurance, such as climbing steps and using scooters. Children enjoy going on community trips and exploring the garden. They are physical and active. They show enthusiastic approaches to their learning as they participate in play. Children are advanced in using mathematical language and make comparisons of size, identify familiar numbers and count objects correctly. Children are equipped with skills for future learning.

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

Established care routines encourage children to be self-sufficient. Children use advanced physical skills to dress into their own clothing and footwear with competence. They thrive from social interactions. They show enjoyment towards engaging with the childminder, and every opportunity is a learning experience. Children behave well and are inquisitive learners. They are determined to be independent and show a sense of pride when completing tasks.

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Next steps

The childminder should focus training and professional development opportunities more precisely to enhance the already good teaching to a highest possible level. The childminder should make regular reviews of children's progress to inform specific teaching needs to achieve targets in a more timely way.

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About this inspection

The inspector spoke with the childminder during the inspection.

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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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Address:

47 Turnshaw Road Kirkburton Huddersfield HD8 0TH

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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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

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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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