Childminder in Leeds

Inspection date

Previous inspection date 20 April 2015 22 July 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder has developed strong bonds with children and their families. As a result, children are confident, happy and ready to learn.  The childminder is committed and enthusiastic. She has attended a wealth of training to support her good practice. This has successfully enhanced her knowledge of how children learn and, therefore, improved outcomes for children.  The childminder has created a stimulating environment that supports children to make choices, develop ideas and follow their own interests. Therefore, children are keen learners who are prepared well for future moves to school.  Partnerships with parents are strong. The childminder has developed effective two-way communication practices, which promote a shared approach to children's care and learning.  The childminder has a secure knowledge of safeguarding. She has a very good understanding of child-protection procedures and maintains an environment that is

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This provision is good

clean and safe. As a result, children are well protected from harm.

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It is not yet outstanding because:

 The childminder occasionally misses opportunities to enhance and extend children's critical-thinking skills.  On occasions, children are distracted by the television and are not fully engaged in learning.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 enhance opportunities to develop children's critical thinking skills, for example, by asking more questions that challenge children to think before answering  minimise disruptions to children's learning, for example, by considering the appropriate use of television.

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Inspection activities

 The inspector observed activities and talked to the childminder and the children.  The inspector toured the areas of the home used for childminding purposes.  The inspector looked at evidence of the suitability of the childminder and other adults in the household, children's assessment records and a sample of policies.  The inspector discussed the childminder's self-evaluation form and improvement plan.

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who attend. This is good

The childminder's teaching is good. She effectively monitors children's progress through accurate observation and assessment. As a result, planned activities are purposeful and children make good progress in their learning and development. Children persist in activities because the childminder makes learning fun. She skilfully guides and supports children, without doing things for them. For example, children independently complete jigsaws by solving simple problems, with sensitive direction and guidance from the childminder. Children learn key mathematical concepts, such as shape, size and weight, through play-based activities. They develop a love for books, as the childminder enthusiastically reads stories and engages them in conversation about the characters. The childminder promotes children's language development well by modelling conversation and introducing key phrases. However, she does not always build on opportunities to develop

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who attend. This is good

children's thinking skills by asking them enquiring questions that require more than a one- word answer.

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good

The childminder is kind and caring. She spends time getting to know children well and offers flexible settling-in arrangements. Therefore, children settle quickly and feel confident and secure. Children benefit from regular visits to the local playgroup, where they develop positive relationships with other children in the community. Children are physically active and play outdoors on a daily basis. This successfully promotes their sense of well-being and encourages their good health. Children enjoy dance sessions, where they move rhythmically to music. They follow actions which are displayed on the television screen. However, the childminder does not switch the television off once the dance session had finished. This means that children are sometimes distracted by it and are not fully engaged in learning.

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provision is good

The childminder has a secure knowledge and understanding of the requirements of the Early Years Foundation Stage. She effectively implements policies and procedures to support her good practice. She monitors educational programmes well. This ensures that children are provided with challenging activities, that meet their learning needs. The childminder regularly evaluates her practice by gathering feedback from parents and children. Additionally, she has developed excellent links with other childminders, who support each other to appraise their practice. For example, the childminders observe each other's interactions and provide critical feedback. This successfully identifies pertinent strengths and weaknesses and drives improvement in her setting. The childminder has established good links with local feeder schools and nurseries. She exchanges information with other settings about children's achievements, so that they can target learning

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Setting details

Unique reference number 320618 Local authority Leeds Inspection number 868662 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 15

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Name of provider

Date of previous inspection 22 July 2009

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Telephone number

The childminder was registered in 1999 and lives in the Rodley area of Leeds. She operates all year round from 7am to 7pm, Monday to Sunday, except bank holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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