Akid, Mischelle

Akid, Mischelle

Unique reference number (URN): 302080 Address: 10 Derry Lane, Menston, ILKLEY, West Yorkshire, LS29 6NH Type: Childminder Registered with Ofsted: 01/01/1998 Registers: EYR, CCR, VCR Registered person: Akid, Mischelle

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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 make consistent progress from their starting points because the childminder knows them well and plans experiences that build on what they already know and can do.

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Achievement Strong standard

Children develop independence as they learn to put on and take off their coats, manage belongings and attempt tasks for themselves. Older children use language to express their needs, share ideas and engage in conversations. The childminder supports communication and language by modelling speech, introducing new vocabulary and engaging children in back-and-forth interactions.

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Achievement Strong standard

Children learn about the world around them. They identify different birds and talk about what birds eat and how they build nests, showing curiosity about nature.

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Achievement Strong standard

The childminder prioritises children's safety and emotional security. Calm routines, close supervision and nurturing relationships help children feel safe and secure. Children learn how to manage their feelings and how to keep themselves safe. She adapts activities so all children, including those with special educational needs and/or disabilities or children who face barriers, make progress. Children develop the confidence and independence needed for their next stage of learning, including school.

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Behaviour, attitudes and establishing routines Strong standard

The childminder establishes a highly positive and consistent environment where expectations for behaviour are clearly understood and embedded in daily routines. Children demonstrate a secure understanding of what is expected of them. They show growing independence as they take off coats, put on shoes and manage their belongings. The childminder consistently models respectful behaviour and uses gentle guidance to encourage sharing, turn-taking and good manners. As a result, children develop secure social awareness and consideration for others.

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Behaviour, attitudes and establishing routines Strong standard

Warm and trusting relationships are a clear strength of the setting. Children form close bonds with the childminder. Younger children confidently seek comfort and reassurance, showing they feel emotionally secure. Older children are supported to talk about their feelings and begin to regulate their emotions effectively.

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Behaviour, attitudes and establishing routines Strong standard

Children play collaboratively and cooperate well with their peers. They enjoy shared games and stories, demonstrate kindness and include one another in play. The childminder supports children to resolve minor conflicts calmly, helping them to develop positive social skills.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established, including sleep times, where children settle calmly and happily. The childminder carefully considers children's ages, stages and individual needs when supporting behaviour. She works closely with families to promote punctuality, regular attendance and consistency, which further supports children's security and wellbeing.

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Children's welfare and wellbeing Strong standard

The childminder provides highly attentive and responsive care that consistently meets children's individual needs. She gathers detailed information from families and uses this effectively to shape care routines and daily experiences. This ensures children's preferences, health needs and developmental stages are well supported. Care is inclusive, and children with special educational needs and/or disabilities or those who face barriers to their wellbeing receive thoughtful, tailored support.

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Children's welfare and wellbeing Strong standard

Secure and trusting attachments are a notable strength. Children form close bonds with the childminder and show that they feel emotionally safe. Younger children confidently seek her for comfort and reassurance, while older children are supported to talk about their feelings and develop strategies to manage emotions. The childminder sensitively recognises children's emotional cues and helps them to express themselves, promoting a secure sense of emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Children are supported very well to understand healthy lifestyles and how to keep themselves safe. The childminder promotes nutritious food choices and good self-care. Children regularly make healthy choices and learn about oral hygiene and caring for their teeth. During outings, they talk about road safety and being aware of the surroundings. These consistent messages help children develop positive habits and learn how to keep themselves healthy and safe.

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Children's welfare and wellbeing Strong standard

Routines for rest, sleep and daily care are calm, predictable and responsive to individual needs. As a result, children feel secure, settled and well cared for, supporting their overall health and wellbeing.

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Curriculum and teaching Strong standard

The childminder has a secure and well-informed understanding of the curriculum and uses assessment effectively to identify what children know and can do. She uses this information precisely to plan next steps and address any gaps in learning. The curriculum is thoughtfully designed and meets the learning and development requirements of the early years foundation stage, offering purposeful experiences across all areas of learning.

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Curriculum and teaching Strong standard

Language development is promoted consistently. The childminder models clear language, repeats children's words and supports the development of difficult sounds. Children ask relevant questions during activities, demonstrating curiosity and growing confidence in speaking. Mathematical language is woven naturally into play as children scoop, pour and compare quantities, supporting early mathematical understanding and enjoyment.

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Curriculum and teaching Strong standard

The childminder places a clear priority on children's personal, social and emotional development. Children build confidence, develop friendships and play cooperatively. Teaching is adapted well to children's ages, stages and interests. Books and real-life experiences, such as learning about birds and their sounds, broaden children's knowledge.

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Curriculum and teaching Strong standard

The childminder works effectively with other professionals to support transitions to school. She makes appropriate adjustments so disadvantaged children and those with special educational needs and/or disabilities are included and supported to make progress from their starting points.

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Inclusion Strong standard

The childminder has created an inclusive culture where every child is valued and supported. She gathers detailed information from parents when children start and uses ongoing observations and assessments to identify children's individual needs. She quickly recognises when additional support may be required, ensuring children receive timely help.

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Inclusion Strong standard

Effective actions are taken to reduce barriers to learning and wellbeing. The childminder makes reasonable adjustments to activities, routines and the environment so all children can take part fully. For example, she completes a wide range of medical training to ensure she can support children's individual needs. The childminder adapts support for children with special educational needs and/or disabilities or other barriers and ensures inclusive practices are embedded across daily routines.

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Inclusion Strong standard

Children's progress is monitored closely, and support strategies are reviewed regularly to evaluate their impact and make improvements where needed.

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Inclusion Strong standard

The childminder engages positively with families, sharing information and valuing their views. She works with other professionals and external agencies when appropriate to ensure consistent support for children. Ongoing training, including aspects of the graduated approach, strengthens her ability to meet a wide range of needs.

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Inclusion Strong standard

The childminder uses funding effectively to enhance resources and experiences for disadvantaged children. Children known or previously known to social care are supported sensitively, promoting security, stability and progress from their starting points.

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Leadership and governance Strong standard

The childminder demonstrates a strong commitment to continuous improvement and has a clear and accurate understanding of her setting's strengths and areas for development. She reflects on her practice thoughtfully and takes effective action to secure improvements that benefit children and families. Self-evaluation is embedded in her daily practice and is informed by parental feedback and professional reflection. She works in close partnership with parents to review provision and make meaningful changes where needed. Flexible yet consistent routines allow her to respond well to families' circumstances while maintaining stability for children.

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Leadership and governance Strong standard

The childminder makes well-considered decisions that prioritise children's best interests. She is mindful of the needs of disadvantaged children and those who face barriers to learning or wellbeing, ensuring inclusive practice is part of everyday provision.

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Leadership and governance Strong standard

Professional development is given high priority. The childminder keeps her knowledge up to date through relevant training, such as training on early years curriculums, and uses this to strengthen her practice and provision. Robust systems for recording and monitoring accidents and injuries help to promote children's welfare and safety. The childminder shows genuine passion and enthusiasm for her role. Her proactive, reflective approach supports the effective day-to-day running of the setting and promotes positive outcomes for all children.

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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 experience a warm, nurturing and enchanting environment where they feel safe, secure and eager to explore. From the moment they arrive, they are welcomed into a calm space filled with natural resources and meaningful learning opportunities. Children show a genuine enjoyment of learning as they investigate play trays with birds, feathers and natural materials. They scoop, pour and explore textures with curiosity and concentration. These experiences support children to build confidence, develop their thinking and follow their interests.

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

The childminder knows children well and considers their starting points when planning activities. She adapts experiences to meet children's different ages and stages of development, helping them gain independence and age-appropriate skills. Children are encouraged to try things for themselves, make choices and express their ideas. The childminder supports communication and language by repeating children's words, modelling sounds and introducing new vocabulary. She uses open-ended questions and gives children time to think, helping them become confident communicators. Books and photos are used to extend learning, and children delight in recognising and naming birds.

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

Children benefit from regular outings to parks, garden centres and cafés, where they learn about the world around them and grow in confidence in new situations. Learning is extended outdoors as children listen for birds and enjoy cosy stories, repeating words and asking questions.

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

All children are fully included in all aspects of the setting. The childminder sensitively adapts support so that children with special educational needs and/or disabilities or those facing barriers to learning can participate and make positive progress. Children play happily alongside their peers, build friendships and develop positive relationships. Families feel welcomed and valued, and parents speak very highly of the childminder, describing her as part of the family. Children thrive in this enchanting environment, where their uniqueness is recognised and celebrated, enabling them to flourish.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged pupils/learners, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, 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, parents and children 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:

10 Derry Lane Menston ILKLEY West Yorkshire LS29 6NH

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 16:00

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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