Childminder in WakefieldOfsted report card, 15 Sept 2026

Childminder

Unique reference number (URN): 2826990 Registered with Ofsted: 24/03/2025 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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Children's welfare and wellbeing Strong standard

The childminder and his assistant know the children in their care extremely well. They prioritise children's welfare and wellbeing. The key-person system is firmly embedded. The childminder communicates highly effectively with parents. There is a caring and nurturing settling-in process. As a result, children develop secure attachments with their key person. They experience a sense of belonging in this safe and inclusive environment. Personal, social and emotional development is at the forefront of the childminders' approach. Children are very well supported to manage their emotions appropriately for their age and stage of development. Consequently, children develop the social and emotional skills they need to form positive relationships and interact confidently with others.

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Children's welfare and wellbeing Strong standard

The childminder is knowledgeable about safer eating and nutrition. He has clear plans in place to manage children's dietary requirements. During mealtimes and snack times, the childminder closely supervises the children. He provides healthy home-cooked meals and snacks. The childminder teaches the children about healthy fruits and vegetables. For example, at snack time, he slices an apple in front of the children so they can explore the whole fruit and know where their food is coming from. This knowledge about healthy foods, combined with the range of physical opportunities available, supports children to develop a healthy lifestyle.

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Children's welfare and wellbeing Strong standard

Care routines and hygiene practices are well established and are of a consistently high standard. Children are taught to manage their own and respect each other's privacy. As a result, young children are beginning to understand how to keep themselves safe. The childminder demonstrates an excellent understanding of sleep requirements. He implements robust procedures for safe sleeping. This means children are safe and well cared for as they rest.

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Achievement Expected standard

Children make steady progress across all areas of learning and development and are generally motivated to learn. Through caring interactions, they experience a wealth of learning opportunities in well-resourced provision. The childminder uses observation effectively to identify clear next steps in children's learning. Overall, this helps to ensure they develop the knowledge and skills expected for their age and stage of development. Children, including those with barriers to their learning and development, typically achieve well and are prepared for the next stage, including the move to school.

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Achievement Expected standard

Children make secure progress in their personal, social and emotional development. They are supported to develop social skills and play cooperatively with peers. Children are proud of their achievements. For example, they smile as the childminder praises them for their mark-making skills. Parents and carers share positive feedback on their children's achievement. One states their child has '...grown in confidence, become more independent and is always learning new things'.

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Behaviour, attitudes and establishing routines Expected standard

Children, including toddlers, move around the setting with confidence, demonstrating their comfort and familiarity with daily routines. They follow well-established routines and understand what is expected of them. For example, a toddler waits patiently for the childminder to hold her hand as she walks down the stairs. The childminder uses calm guidance to support children to manage feelings and behaviour. Children behave well and typically show positive attitudes to learning. Overall, the childminder uses praise and encouragement effectively. As a result, children cooperate well during play and daily routines.

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Behaviour, attitudes and establishing routines Expected standard

The key-person approach provides all children with consistent, individualised support. Children feel safe, well cared for and develop positive relationships with warm, caring adults. In free-flow play, the childminder encourages self-regulation and consideration of others. He supports children to share resources and take turns. Communication with parents and carers is highly effective. This helps the childminder and his assistant provide consistent care routines. Parents and carers share that the childminder pays 'close attention' to individual needs. The childminder ensures parents understand the importance of attendance and punctuality. As a result, all children enjoy their time at the childminders' and take part in new experiences.

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Behaviour, attitudes and establishing routines Expected standard

Children develop increasing independence through everyday routines. For example, they put on their shoes, collect their water bottles and clearly communicate their needs to the childminder. These positive attitudes and emerging self-help skills support children's ongoing development and prepare them well for their next stages of learning and development.

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Curriculum and teaching Expected standard

The childminder promotes progression across all areas of learning and has developed a well-sequenced curriculum. He ensures children have opportunities to revisit their learning. As a result, their learning becomes embedded. Well-resourced provision and positive, trusting relationships underpin learning for all children, including those with special educational needs and/or disabilities and those facing barriers to learning and/or wellbeing.

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Curriculum and teaching Expected standard

Adults typically encourage children's language and literacy development through stories and daily nursery rhymes from the 'song box'. Children, including toddlers, eagerly explore story props from the 'story suitcase'. However, at times, the childminder does not consistently promote listening skills to ensure that they focus fully on the story. On occasion, the childminder does not promote the use of vocabulary to name and describe objects or consistently use open-ended questioning to support back-and-forth conversation. This means children do not always have the opportunity to practise using their words in conversation. Children develop early mathematical skills through purposeful play opportunities and effective adult interactions. For example, the childminder supports children to explore shape and colour while playing with the magnetic tiles. Children pour water carefully into different sized containers to explore capacity. The childminder uses vocabulary

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Curriculum and teaching Expected standard

such as 'full' and 'empty'. As a result, young children develop an understanding of mathematical concepts and problem solving.

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Curriculum and teaching Expected standard

Children's physical skills are developed through daily outdoor play, where they balance on scooters and climb on the large log. They strengthen their small muscle movements through a range of learning opportunities. For example, they thread beads on to strings and make marks with crayons with increasing control when drawing. The childminder ensures that children develop key skills, such as independence, confidence and self-care skills. This supports children's personal, social and emotional development.

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Curriculum and teaching Expected standard

The childminder uses assessment effectively to understand what children know and can do. He identifies appropriate next steps. This means children typically gain the knowledge and skills needed for future learning.

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Inclusion Expected standard

The childminder creates an inclusive atmosphere where children's needs are generally well met. He knows the children well and notices and responds to barriers that affect their learning or wellbeing. All children's progress is closely tracked. The childminder identifies children's emerging needs. He works in partnership with parents and seeks advice from other professionals. This enables early identification of any gaps in learning and development. Overall, children are well supported. The childminder typically adapts teaching to provide appropriate support. He reduces barriers by delivering targeted interventions. For example, he uses a puppet to promote engagement. This supports children's interactions and turn-taking skills.

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Inclusion Expected standard

While children's language development is generally well supported, occasionally, the childminder does not engage in conversation during activities to promote and extend communication skills. The childminder continues to strengthen his inclusive practice by attending training. This is to further develop his knowledge in supporting all children, including those with special educational needs and/or disabilities, to ensure that they achieve their potential and enjoy their learning.

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Inclusion Expected standard

The childminder has a secure understanding of how additional funding, such as the early years pupil premium, can be used thoughtfully to meet children's needs. He rigorously monitors any barriers to learning and understands how such funding could be used to support children and families and broaden opportunities for those facing disadvantage.

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Leadership and governance Expected standard

The childminder provides an inclusive environment for children and families. He is passionate about the quality of care and learning the children receive at his setting. The childminder has a clear and ambitious vision for the setting. He demonstrates a secure understanding of his responsibilities. The childminder has established robust systems for safer recruitment and staff induction. He ensures safeguarding knowledge is secure, for both himself and his assistant, through regular training and ongoing support. The childminder's assistant feels well supported. She is 'inspired' by the childminder to 'do well at the role'. This means children are well cared for by adults who work as a team and are eager to achieve positive outcomes.

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Leadership and governance Expected standard

Overall, leadership is reflective and the childminder typically understands the setting's strengths and areas for development. He strives for continuous improvement, with clear capacity to build on existing strengths. The childminder seeks advice from professionals and external agencies. He takes a proactive approach to developing his knowledge further through professional training, particularly in relation to supporting children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

The childminder has established a caring ethos with positive relationships and parent partnerships central to his approach. Feedback from parents and carers is overwhelmingly positive. They state that they are 'extremely impressed with the quality of care and the amount of thought that goes into the children's experiences.' Parents value the regular information they receive about their child's care and learning through updates, photographs and discussions with their child's key person. They feel they are kept well informed about their children's learning and development and are confident that their children are progressing in a safe and nurturing environment.

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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 and his assistant have created a positive, nurturing home-from-home environment where children feel safe, happy and thrive. Children typically engage in a range of well-planned, purposeful experiences. They receive praise from trusted adults and take pride in their achievements. The childminder ensures learning is led by children's interests and supports their next steps. Consequently, children, including those with barriers to their learning and/or wellbeing, make progress from their starting points. Trips and visits enrich learning. For example, children enjoy visiting the library, developing an interest in a range of books. Children explore and investigate. They maintain focus and show persistence when faced with new tasks. For example, a child shows curiosity and perseverance when using a new water container, exploring how to operate the tap to release the water.

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

Overall, children enjoy their learning through a varied and engaging curriculum. They experience awe and wonder in nature when exploring the natural world outdoors. Children learn about similarities and differences. They receive encouragement to recognise what makes them unique. This builds confidence and self-awareness. As a result, children make steady progress. They are generally well prepared for the next stage in their learning.

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

The childminder encourages children, of all ages and stages, to be independent. For example, younger children access their own water bottles and older children pour water into an open beaker. Children also enjoy taking part in small tasks, such as handing out books to their peers at the library. This develops their confidence and sense of responsibility. Independence is further evident as younger children hold the childminder's hand as they walk down the stairs, while older children can use the handrail to hold on independently. As a result, children experience a sense of achievement. They learn how to persevere and be resilient, skills that will serve them well as they move to the next stage of development.

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

Positive relationships are at the heart of this welcoming and inclusive setting. Children confidently play, explore and learn because they feel known and well supported. Adults

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About this setting

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

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About this setting

Local authority: Wakefield value children's individual experiences and backgrounds. This helps children feel included and develop a sense of belonging. Parents feel well supported and highly value regular communication about their children's learning and wellbeing.

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Next steps

The childminder should further strengthen approaches that promote attentive listening, so that children remain engaged, focused and eager to learn during planned learning opportunities. The childminder should continue to review and further strengthen adults' verbal interactions, so that children consistently benefit from open-ended questions and opportunities to use new vocabulary to develop their language and communication skills.

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About this inspection

The inspector spoke with the childminder, his assistant and received written feedback from 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.

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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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