Gould, Nicola Louise

Childminder

Unique reference number (URN): 2817718 Registered with Ofsted: 31/01/2025 Registers: EYR, CCR, VCR

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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 excellent progress from their starting points. This includes children who may face barriers to their learning. Precise and accurate assessment of children's development means that any additional support is introduced quickly and is effective in building on their current skills. Children's interests are extremely well reflected in the activities that the childminder provides. Children show high levels of curiosity and engagement. Younger children rapidly gain language skills and learn to say single words accurately during independent play, such as, 'ball' and 'shoe.' Older children develop their language skills through regular conversations about their learning. They listen and engage in high-quality vocabulary during play.

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Achievement Strong standard

Children show high levels of independence. They access resources to extend their own learning. For example, children role play serving meals and visiting a restaurant. They develop excellent early mark-making skills when using pens and paper to write menus. Children's language, physical and social skills are given the highest priority. As a result, children are well prepared for the next stage in their education.

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Behaviour, attitudes and establishing routines Strong standard

The consistent and familiar routines that the childminder has in place provides a sense of security and structure for the children who attend. Children understand the childminder's expectations and their behaviour is exemplary. The childminder gives the children consistent praise for good choices. This reinforces their positive behaviour. They understand expectations around safety. Children show that they need sun hats and water bottles before going outside.

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Behaviour, attitudes and establishing routines Strong standard

The relationship between the caring childminder and the children is strong. They show high levels of engagement and concentration during their play. They respect the environment and can explain why certain parts of the day are important parts of their routine. For example, older children know that singing the 'hello song' makes everybody feel welcomed to the setting on that day and the importance of this. They tidy away resources together and respect the indoor and outdoor environment. The childminder and other adults in the setting model positive and respectful relationships.

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Behaviour, attitudes and establishing routines Strong standard

The childminder is very responsive to children's needs. She offers cuddles and reassurance to children who need it. She supports children to understand and regulate their own emotions. The childminder considers children's developmental stages and any possible barriers when setting expectations. The childminder promotes punctuality and good attendance. She is mindful and flexible to support families' needs to ensure children's attendance at the setting.

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Children's welfare and wellbeing Strong standard

The childminder builds warm and trusting relationships with all of the children. They are confident in exploring the environment and leading their own play through independent choices. The childminder reviews her practice with precision. She takes consideration of children's safety. For example, she adapts safe-sleeping arrangements and safer-eating practices. Children develop excellent independence. The childminder regularly promotes this and gives children time to practice skills themselves. For example, children put on their own shoes before going outside. When returning inside, they take them off and put them away safely.

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Children's welfare and wellbeing Strong standard

Outdoor play is embedded in the curriculum. This ensures that children relish from daily fresh air and physical exercise. Even during particularly hot weather, the childminder adapts activities focusing on physical development. This helps to ensure that children still have opportunities to build on their physical skills. Children show an awareness of their own safety and that of others. For example, when balancing on coloured stepping stones, older children tell others to be careful of other children around them. The childminder communicates her expectations for nutritionally balanced lunchboxes with parents. She discusses with children the importance of a balanced diet during mealtimes. Children have a good understanding of how to maintain their health, including the importance of brushing their teeth.

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Curriculum and teaching Strong standard

The childminder plans a purposeful and well-sequenced curriculum for all children. She knows what the children need to learn across all areas of learning. The childminder continually assesses children's learning. She shares children's next steps with parents to provide a continuation of learning at home. This means that children make the best possible progress, including those with barriers to learning.

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Curriculum and teaching Strong standard

The childminder places a high priority on activities that particularly focus on developing children's communication and language. Children understand why activities are important. For example, they discuss brushing their teeth and the importance of calcium for their oral health. They confidently talk about their previous experiences at the setting.

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Curriculum and teaching Strong standard

The childminder tailors her planning to children's individual interests. For example, children have a keen interest in mark making. Opportunities are given during role play to write menus. Older children paint on large ice cubes and then make marks on the ground using them. Children seek out the childminder when they have been successful. The childminder continuously asks older children questions to ignite their imagination. Children are eager to share their thoughts and ideas with her. The childminder deepens children's mathematical knowledge. For example, younger children explore shape and size with small baskets of resources to fill and empty.

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Inclusion Strong standard

The childminder has a secure understanding of child development and implements highly inclusive practice throughout all aspects of her setting. She continually monitors and evaluates children's learning to ensure they are making the best possible progress. The childminder understands the importance of the early identification of any emerging special educational needs and/or disabilities. She uses observations to assess what children know and can already do when they join the setting. The childminder knows who to contact for support for families. She accurately implements support plans at the earliest opportunity. The childminder has open conversations with families and works collaboratively with them to support children's learning.

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Inclusion Strong standard

The childminder seeks out precise training to enable her to support children in every area of learning. This includes work specifically on developing children's communication and language. She adapts her teaching for individual children, particularly during group activities. The childminder uses sign language throughout the day. This includes during songs, stories and routine-based activities. Her experience and knowledge in how to support children means that all children are making excellent progress in their speech and language, including children who may face barriers to their learning.

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Inclusion Strong standard

Children learn about the diverse community in which they live. They attend events which celebrate the cultures of people who live locally. Children visit local library groups to meet and interact with people from a variety of cultures and backgrounds. This gives children a sense of community and understanding of the wider world.

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Leadership and governance Strong standard

The childminder has a clear overview of her practice and what she offers at her setting. She places children's best interests at the heart of her decision making. The vision of the setting is clear and evident in the high-quality teaching and provision she provides. For example, every activity is tailored to each child's individual stage of development. This ensures that all children have the opportunity to learn consistently.

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Leadership and governance Strong standard

The childminder evaluates the setting regularly. She is clear about her strengths and knows which areas she wants to develop further. She tailors her training to the needs of the children and changes her provision to best fit the children in her care. She monitors her own wellbeing and workload to ensure she can provide the best teaching and learning for the children.

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Leadership and governance Strong standard

Parents have strong relationships with the childminder. They discuss her particular strengths being the experiences she provides for the children, her warmth and how quickly children settle into her care. During the induction period, the childminder gathers detailed information, which she then uses to ensure children's needs are met from the outset. This means that children feel safe and comfortable from starting at this setting.

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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 build strong attachments from the start with this caring childminder. Her responsive and warm nature helps children settle into highly embedded routines. She is sensitive to children's needs. Children feel emotionally secure. They are confident learners and explore their environment independently. The well-resourced setting gives children the opportunity to make choices about their play. Children form harmonious friendships with each other. They play collaboratively with their friends. In the outdoor space, children make marks using paints and an easel. Children work together to create meals in a role-play restaurant. They

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30 use their imagination to write menus, picking their favourite foods to cook. Children enjoy pouring and mixing ingredients together to create plates of food.

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About this setting

Interactions with the childminder are meaningful. She is attentive when children are playing independently. The childminder uses timely and thought-provoking questions to encourage children's deeper thinking. When children are focused, the childminder allows independent learning time. She promotes fairness and respect. The children vote for the book they would like read during story time. Older children understand the importance of this process and it means that everybody gets input in group activities. This means that children feel valued. The childminder models positive relationships. As a result, children show high levels of respect for others.

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Next steps

The childminder should sustain her highly successful practice, including to further strengthen strategies to reduce any barriers for children who require additional support, to ensure her work has a transformational impact on children's achievement.

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About this inspection

The inspector spoke with the childminder and the 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. 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

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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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