Firth, Chloe Adele

Firth, Chloe Adele

Unique reference number (URN): 2826696 Address: 165 Leeds Old Road, Heckmondwike, WF16 9BB Type: Childminder without domestic premises Registered with Ofsted: 26/02/2025 Registers: EYR, CCR Registered person: Chloe Firth

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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 continuous and rapid progress from their individual starting points across all areas of the curriculum. This includes children who have special educational needs and/ or disabilities or other barriers to their learning. They gain the knowledge and skills they need because learning builds successfully on what they already know and can do. Children develop increasing physical confidence and coordination. They strengthen their hand muscles as they press the outdoor water dispenser, independently use the outdoor tap and squeeze bottles of coloured water.

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Achievement Strong standard

Children develop their communication and speaking skills very effectively. They chat happily with the childminder and friends, repeat new words and use non-verbal communication successfully when appropriate. They develop early mathematical understanding as they sort, match and count in meaningful ways. For example, they match colours and their photographs when self-registering. They learn mathematical vocabulary, such as shape names as they play with blocks.

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Achievement Strong standard

Children develop a love of books, stories, songs and music. They develop listening skills as they talk about characters in books and think about what might happen next. These meaningful experiences help children to become curious learners who enjoy exploring and finding out. As a result, they are very well prepared for their next stage in education.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from consistent routines and high expectations. The childminder works closely with parents and specialists to establish support approaches. This helps children who have special educational needs and/or disabilities and those facing barriers to learning succeed alongside friends. The childminder adapts expectations thoughtfully while maintaining an inclusive environment for all children.

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Behaviour, attitudes and establishing routines Strong standard

The childminder provides an exciting and nurturing setting with experiences based on children's unique interests and next steps in learning. As a result, children engage enthusiastically in learning and establish positive attitudes from an early age. The childminder promotes regular attendance and explains how this helps children build friendships, develop routines and continue to make progress. The childminder is vigilant and follows up unexpected absences promptly to ensure children remain safe.

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Behaviour, attitudes and establishing routines Strong standard

Throughout the day, the childminder carefully supports children's personal, social and emotional development. She anticipates where children might need extra guidance and consistently models negotiating, turn taking, waiting and sharing. As a result, children develop positive relationships and increasingly understand routines and expectations.

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Behaviour, attitudes and establishing routines Strong standard

The childminder uses books and routines to help young children start to recognise their emotions. For example, she talks with children about a book character's likes and dislikes and how we should respect these. She supports children to regulate their emotions and behaviour when occasionally, they express frustration through their actions.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are central to the childminder's practice. She uses a detailed, broad, balanced and inclusive curriculum and well-considered policies to prioritise children's welfare and wellbeing. She is reflective and highly responsive, adapting her practice as children's needs develop and change.

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Children's welfare and wellbeing Strong standard

Children learn from an early age to care for themselves, make healthy choices, take responsibility and develop independence skills. At snack time, they chop their fruit responsibly and independently using a safe child's chopping knife. They pour their own drinks with support and drink from open cups. Children learn about where food comes and how to care for the environment. They grow vegetables, collect eggs, recycle waste and feed leftover fruit to the chickens. The childminder uses these meaningful experiences to teach children about reducing waste, composting and caring for the world around them, helping them establish positive habits for the future.

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Children's welfare and wellbeing Strong standard

The childminder ensures children benefit from fresh air, exercise and have access to long periods of outdoor play within nature. They enjoy exploring seasonal changes and the natural world, supporting their physical and emotional wellbeing.

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Curriculum and teaching Strong standard

The childminder has developed a well-sequenced, nature-based curriculum that immerses children in exploring the environment and caring for living things. She has a clear understanding of what she wants children to learn so that they make excellent progress and are ready for their next stage of education. The curriculum prioritises children's independence, curiosity, creativity, thinking and physical development through meaningful experiences. Children investigate the changing seasons, experience different weather conditions and learn to care for chickens. These experiences build children's knowledge progressively and deepen their understanding of the world around them.

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Curriculum and teaching Strong standard

The childminder develops individualised plans for children, adapting experiences and tailoring next steps to enable all children, including those with barriers to learning, to succeed. She responds skilfully to children's curiosity, extending learning naturally through play and everyday routines. Teaching is consistently engaging and highly effective. During story time, the childminder uses expression, actions and intonation to bring books to life. As a result children are captivated, listen attentively and join in enthusiastically. The childminder uses every opportunity to help children learn through her precise use of language and teaching at appropriate moments. She introduces new vocabulary and encourages children to think deeply. Children learn simple mathematical concepts at snack time and the childminder teaches them new mathematical words. For example, she teaches them 'full', 'overflowing' and 'inside', as children pour their own drinks. As a result, children build secure

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Curriculum and teaching Strong standard

knowledge, language and thinking skills across the curriculum.

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Inclusion Strong standard

The childminder has in-depth knowledge of child development and children's individual needs. She swiftly identifies children who need extra help with their learning. The childminder regularly observes what children know, working closely with parents to identify emerging needs and discusses concerns sensitively. She seeks specialist advice promptly and works successfully with special educational needs and/or disabilities professionals to ensure children receive timely and effective support.

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Inclusion Strong standard

The childminder has high expectations for every child. Together with parents and specialists, she carefully monitors children's progress and identifies precise next steps. She develops practical strategies that are used at home and in the setting, adapting activities, routines and the environment so that all children play successfully, learn and thrive alongside their friends. These approaches help children settle and develop a secure sense of belonging.

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Inclusion Strong standard

The childminder is unwavering in her dedication to children's welfare. She works professionally with children's social care when required. This ensures children can attend the setting and benefit from the extremely high quality experiences and care she provides. The childminder is sensitive to children and families' circumstances and ensures they receive timely support and guidance as needed. She uses additional funding thoughtfully to help broaden children's knowledge, extending their understanding of the world and creating meaningful opportunities for shared learning. As a result, barriers to learning reduce quickly and children flourish as they receive highly effective, well-coordinated support.

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Leadership and governance Strong standard

The childminder leads her setting with a clear vision that places children's wellbeing, inclusion and learning at the centre of everything she does. She has high expectations of herself and continually reflects on how the provision can be improved. The childminder plans professional development well in advance and actively seeks training, research and guidance to ensure she keeps abreast of the most recent thinking. She has developed considerable expertise in child development and special educational needs and/or disabilities. The childminder anticipates what she may need to learn next as children's needs evolve.

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Leadership and governance Strong standard

The childminder prioritises children's love of books and helps parents to continue this at home. She shares the book of the week so families can continue to read and talk about the story with their children at home. Parents comment on how the daily communications they have helped them understand their children's learning and development. Additionally, this contributes to the very positive relationship they have with the childminder.

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Leadership and governance Strong standard

The childminder communicates with health visitors and parents as she shares assessments of children's learning and development. This helps parents to gain a holistic overview of their child's developmental stages. She shares accurate information and works collaboratively with families and other professionals to ensure children receive timely support. As a result, children benefit from consistent, highly effective care and learning, enabling them to thrive and make sustained 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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What it's like to be a child at this setting

Children are eager to attend this friendly, highly inclusive setting. Their unique characters and strengths are valued and nurtured. Children, including those with special educational needs and/or disabilities (SEND), play alongside their friends and show a sense of belonging. Parents comment that their children's favourite days are those with the caring childminder and they love spending time here. Children feel safe because the vigilant childminder knows them well and follows up unexpected absences promptly.

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

Children are enthusiastic and excited learners who confidently choose activities and explore in their own individual ways. They investigate the inviting indoor and outdoor environments with curiosity and excitement. Outdoors, children eagerly collect bottles filled with coloured water, watching the water flow and the patterns it creates. The childminder skilfully extends their thinking by encouraging them to consider what will happen when the bottles are empty. Other children become absorbed by exploring colours, textures and creativity as they produce pictures of the chickens. Children approach activities in different ways, and the childminder thoughtfully adapts her support so that everyone can take part and succeed.

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

Children enjoy challenging themselves physically. They proudly climb on tyres or the slide before calling excitedly to the childminder to celebrate their achievements. Indoors, children explore the well-organised environment arranged with thoughtful toys and objects which promote children's independent selection, imagination and curiosity. They become deeply engaged in imaginative play, pretending to shop, selecting fruit, exploring play money and confidently carrying baskets of food to adults. They investigate pebbles, coloured blocks and pretend to chat on the phone.

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Address:

165 Leeds Old Road Heckmondwike WF16 9BB

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Address:

Type: Childminder without domestic premises Children enjoy warm, trusting relationships with the childminder. They cuddle close to share favourite stories, listen intently as the childminder's expressive storytelling brings the story to life. They enthusiastically join in with familiar songs, explore musical instruments and dance together. Children learn to share, wait patiently and take turns. The childminder consistently models kindness, respect and consideration for others.

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Address:

Children flourish as the childminder recognises and builds on their individual strengths while providing additional support whenever it is needed. As a result, children, including those with SEND, develop curiosity, creativity, resilience and the knowledge and skills needed for their next stage of learning.

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Next steps

The childminder should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with children and 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 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. Registration date: 26/02/2025

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:00

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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

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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