Cartwright, Lynn

Cartwright, Lynn

Unique reference number (URN): 503626 Address: Ponderosa, 3 Arlington Way, Huddersfield, West Yorkshire, HD5 9TF Type: Childminder Registered with Ofsted: 01/01/2001 Registers: EYR, CCR, VCR Registered person: Cartwright, 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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Achievement Strong standard

Children are helped to overcome any barriers to their learning. For example, they are sensitively supported by the childminder to reduce their reliance on dummies. Consequently, children make consistent progress in their speech and language development. Children who are ready to start school show that they are highly confident in their communication skills. They become ready to learn and make new friends.

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Achievement Strong standard

Children show high levels of enthusiasm towards all their learning and daily routines. They learn to say numbers in the correct order before learning how to count small amounts of objects. This helps to provide children with the foundations to build their mathematical knowledge when they begin school. Children concentrate for long periods on tasks and activities. They play well with others, sharing and taking turns. Children are extremely confident in their self-care skills. For instance, they use the toilet and wash their hands independently. This includes younger children, who are supported well by the childminder in their potty-training journey.

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Children's welfare and wellbeing Strong standard

The nurturing childminder warmly greets children as they arrive at her setting. She supports them to place their name on the register board and asks them how they are feeling each day. This supports the childminder to get to know the children and their ongoing needs. This, in turn, helps children to feel cared for and promotes their emotional security.

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Children's welfare and wellbeing Strong standard

The childminder's routines are securely embedded to motivate children to keep themselves healthy. Children learn to identify by themselves when they need to wash their hands after coughing or blowing their nose. The childminder provides a range of healthy foods. She supports children to make healthy choices about what they are eating. Children receive daily opportunities for outdoor play to increase their activity levels. The childminder allows children to brush their teeth in her setting. This helps parents, carers and children to be consistent in their oral health routines.

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Children's welfare and wellbeing Strong standard

The childminder promotes the use of a special slanted cup during mealtimes. This supports young children to become confident in drinking from an open-top cup without spilling. Children become highly confident in managing their own needs. For instance, they put their own dishes in the sink and rubbish in the bin without prompting. The childminder's consistent approach in supporting children's independence means that they become very self-assured in their own abilities. This, in turn, promotes their positive sense of wellbeing.

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Curriculum and teaching Strong standard

The childminder regularly assesses children's progress. She uses this information to decide appropriate and ambitious next steps for children's learning. The childminder views every focused activity or time for play and exploration as a chance to build on children's learning. The childminder, and other adults who work with her, provide consistently high-quality interactions for children. This includes during outdoor time, mealtimes and other daily routines. Consequently, children continue to make excellent progress towards their next steps in development.

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Curriculum and teaching Strong standard

The childminder provides frequent opportunities for children to practise their counting skills. She supports them to count slowly and carefully to identify how many of each object they have. The childminder re-reads familiar stories to children. This strengthens their understanding and develops their vocabulary. The childminder ensures that children have time to play outside each day. They develop their coordination and strength as they ride on wheeled toys or climb steps. The childminder takes children for regular walks to build their fitness and stamina. She supports children to play and interact together. This supports them to develop their social skills. The childminder ensures that all children consistently access all areas of the curriculum. She reviews and adapts the support or resources used to aid her in continuing to meet children's individual learning needs.

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Inclusion Strong standard

The childminder does not currently care for any children with special educational needs and/or disabilities (SEND). However, she has a highly effective knowledge of how to support children with SEND. The childminder explains how she carries out termly assessments of children's progress. This supports her to identify any gaps in children's learning. The childminder understands the importance of closely monitoring the progress of children with SEND. She describes how this will support her to plan for their learning and support their ongoing development.

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Inclusion Strong standard

The childminder demonstrates her understanding of suitable strategies to support children with SEND. For example, she explains how she has previously used visual aids to support children's understanding. The childminder describes her knowledge of strategies such as 'movement breaks' or the use of sensory resources. She explains how she will work with other professionals to ensure that strategies are beneficial for children with SEND.

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Inclusion Strong standard

The childminder uses early years pupil premium funding to contribute towards outings to museums or places of interest in the local community. This helps to build children's confidence in visiting new people and places. Additionally, this also increases their knowledge of their community and the world around them.

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Leadership and governance Strong standard

The childminder is highly committed to building on her existing practice and developing her setting. For example, she plans to develop her garden to enhance the opportunities for children to learn about growing vegetables. The childminder completes training to strengthen her knowledge. For instance, she has completed training in relation to supporting children with special educational needs and/or disabilities.

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Leadership and governance Strong standard

The childminder supports other adults who also work in her setting to take part in training. This includes completing higher-level childcare qualifications. The childminder, and those who work with her, carry out frequent observations of each other's practice. They advise each other on how to improve and build on their skills. Other adults who work in the setting comment positively on the support provided by the childminder for their professional

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Expected standard

development and wellbeing. This ensures the continual enhancement of the setting. As a result, children continue to receive positive experiences that support them to thrive.

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Expected standard

Parents and carers speak highly of the childminder. They appreciate her caring relationships with the children and report positively on their achievements. Parents state that they feel up to date with children's learning due to effective communication from the childminder. The childminder sends home ideas for parents to support children's learning at home. This helps to build on the learning that is happening in the childminder's setting.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes the importance of attendance and punctuality to parents and carers. This ensures that children continue to attend well. Consequently, they benefit from the range of stimulating experiences that the childminder provides.

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Behaviour, attitudes and establishing routines Expected standard

The childminder reminds children of the house rules, such as no running indoors, to keep themselves and others safe. The childminder and those who work with her act as positive role models for children. They promote good manners and kindness. This helps to support children to learn to get along with others and develop friendships. Children build positive relationships with the childminder. They show that they feel extremely settled and happy in her care. Children are proud of their achievements. For example, they proudly show their paintings to the childminder and say, 'Look what I have done!'

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Behaviour, attitudes and establishing routines Expected standard

Children typically remain engaged in their learning as they play and explore independently. They are excited to join in during activities such as story time. However, on occasion, the childminder does not remind children of her expectations for their behaviour during more focused activities. Sometimes, children's enthusiasm for joining in can overwhelm others and distract them from their learning. This has an impact on some children's ability to concentrate and contribute fully during these times.

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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

The childminder knows the children in her care extremely well. She uses her knowledge of children's interests to provide fun learning activities that support their ongoing development. The childminder skilfully adapts her teaching to support all children to make progress in their learning. For instance, she uses the story of 'The Very Hungry Caterpillar' to support older children to learn about the days of the week. Younger children enjoy exploring the story box and items inside. This supports them to learn new words as they name the different foods that the caterpillar eats. She ensures that all children feel included. For example, the childminder gently encourages quieter children to join in with conversations. Children show that they are developing their confidence when interacting and playing with others.

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

The childminder supports children to broaden their knowledge of the world and make new friends. They enjoy regular visits to a playgroup to meet and interact with new children. Children enjoy drawing and posting pictures to their friends in the setting. The childminder takes children to the post office to buy stamps and post their drawings in the post box. Children are thrilled to receive mail from each other. They thoroughly enjoy these real-world experiences. Parents and carers say that they appreciate how these enriching opportunities support their children to excel. They comment that their children love to attend the childminder's safe and happy home.

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

The childminder is dedicated to ensuring that her setting is inclusive and inviting. For example, she explains how she uses a translator app to learn words in additional languages that children may speak at home. The childminder makes personalised books to help

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Address:

Ponderosa, 3 Arlington Way Huddersfield West Yorkshire HD5 9TF

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 16:30 children learn about diversity and the differences they may share with others. These approaches help to ensure that all children feel valued and welcomed in the childminder's home.

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Next steps

The childminder should support children to understand the expectations for their behaviour when taking part in group activities to reduce distractions and ensure that all children can fully benefit from these times.

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About this inspection

The inspector spoke with the childminder, her assistant and parents 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. Local authority: Kirklees

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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. 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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